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Curriculum sequencing is central to promoting a coherent student experience. Yet in the higher education context, the concept and practice of curriculum sequencing have not been fully explored. This research examined how seven programme teams approached the issue of sequencing across two Irish higher education institutions. A phenomenological approach was used to explore actions, challenges, and enhancers to sequencing. The three key themes emerging were: developing a collective philosophy; communicating the sequencing clearly; and developing strong building blocks. Ideas are presented on how academic developers can work with academic staff to improve sequencing in their curricula.
O’Neill, G., Donnelly, R., Fitzmaurice, M. (2013): Supporting programme teams to develop sequencing in higher education curricula, International Journal for Academic Development. DOI:10.1080/1360144X.2013.867266