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Experiences of Computer Science Curriculum Design: A Phenomenological Study

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Abstract

This paper presents a qualitative study of 12 computer science lecturers’ experiences of curriculum design of several degree programmes during a time of transition from year-long to semesterised courses, due to institutional policy change. The background to the study is outlined, as are the reasons for choosing the research methodology. The main findings are presented and the implications of the study described. The methodology chosen was hermeneutic phenomenology. The data were the texts of interview transcripts of the 12 participant lecturers. The experiences that emerged from analysis of the data grouped naturally in identifiable and presentable themes and these themes represent the findings of the study. The findings of our study describe the computer science lecturers’ lived experiences as curriculum designers, most especially in relation to institutional policy, and a new modularisation/semesterisation approach to curriculum design. Findings include the feeling lecturers have that much of the formality of curriculum design is bureaucratic, and that academics and staff do not communicate very much in relation to policy. Also, modularisation and semesterisation causes difficulty for lecturers in their designing of curricula. The findings also suggest that lecturers feel obliged to do the best they can for students. The findings lead to points of discussion that are relevant to groups and individuals associated with third-level education.

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Authors and Affiliations

  1. School of Computing, Dublin Institute of Technology, Kevin Street, Dublin 8, Republic of Ireland

    Arthur Sloan

  2. College of Engineering and Built Environment, Dublin Institute of Technology, Bolton Street, Dublin 1, Republic of Ireland

    Brian Bowe

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  1. Arthur Sloan
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  2. Brian Bowe
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Correspondence to Arthur Sloan.

Appendix 1

Appendix 1

Interview Schedule

The lecturer, having chosen one course module previously designed by them for discussion, would have received a list of aspects for discussion. These aspects would have been chosen by the researcher based on issues arising from the literature review AND the previous discussions with participants. There follows fourteen broad, discursive questions for the phenomenological interviews:

  1. 1.

    Please describe briefly the module which you have chosen as the one that you have designed.

  2. 2.

    How did you go about designing this module?

(Looking for a description in terms of:

How learning outcomes were written

How assessment was developed

How teaching and learning was included

and with consideration of:

Who was involved

Documents that might have been used

and whether there was any evaluation/feedback by anybody)

  1. 3.

    Why do/did you design your module(s) this way?

  2. 4.

    What was it like to design this module?

  3. 5.

    What was difficult about the module design?

  4. 6.

    Do you use this process with all modules?

  5. 7.

    What did you learn from your designing of the module(s)?

  6. 8.

    How do you consider the student in your module design?

  7. 9.

    How did the process of your module design affect the implementation of the module?

  8. 10.

    What, if anything, would you do differently in a future module design?

  9. 11.

    Are you happy with the curriculum design process?

  10. 12.

    Are you proud of your module design?

  11. 13.

    Do you feel that you have changed personally due to the design experience?

  12. 14.

    Is there anything you wish to add?

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Sloan, A., Bowe, B. Experiences of Computer Science Curriculum Design: A Phenomenological Study. Interchange 46, 121–142 (2015). https://doi.org/10.1007/s10780-015-9231-0

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