This
latest volume in the Learning in Higher Education series, Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachers
to engage in curriculum design processes that centre both the learning process
and the learning outcomes of students. The book is structured by a central
model of curriculum design, which links together learning (how students learn versus what
students learn) and curriculum design (the
process by which we design versus what
we design). The book holds ten illustrative examples of learning-centred
curriculum design spanning four distinct approaches.



The chapter authors are all
pioneering learning-centred activities in their respective curricula. The book
is truly international, with authors from Denmark, England, Northern Ireland,
South Africa, Turkey, and the USA.




The beauty of this book is
that it was written by reflective curriculum design practitioners, as they have
experienced personal success with their curriculum (re)design processes. All
chapters have been written with a “Yes, we did it!” attitude. The book aims to
inspire university teachers and encourage investment in designing a more
learning-centred curriculum. As the evidence from these examples shows, there
are great benefits for students’ engagement, motivation, self-efficacy,
learning outcomes, and employability.