Widger, Laura;
(2025)
Exploring lecturers’ perceptions of embedding a Learning Design capability in professional undergraduate curricula.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Higher education has a pivotal role in developing emerging professionals, equipping them to respond to the ever-changing demands of their profession. Many graduates will interact with higher education in different ways during their careers and will be involved in delivering online professional development workshops and training to their colleagues. The expectations of teaching and learning delivery have shifted significantly towards online methods. Most professional graduates have experienced online learning during their undergraduate studies, but this does not prepare them for teaching online or supporting their colleagues’ professional development. Hence, emerging professionals must appreciate the significance of designing for learning or learning design in higher education. Learning Design is devoted to designing for learning, offering a framework to capture and communicate the immensely complex undertaking of facilitating learning. It encompasses digital tools and technologies in the teaching and learning process and could be an essential part of the general professional skills needed across all subject areas. This study aims to build on the Institution Focused Study stage of the Doctorate in Education by exploring lecturers’ perceptions in an Irish higher education institution of embedding of a Learning Design capability into professional undergraduate curricula. A qualitative approach based on phenomenography was used to conduct a flexible research design. The sample included lecturers from a diverse range of professional undergraduate programmes. The findings reveal qualitative variations in participants' perceptions of embedding a Learning Design capability in professional undergraduate curricula. Furthermore, the study identifies key concepts that lecturers can utilise as a conceptual framework to embed a Learning Design capability into professional undergraduate curricula. This study has important implications for enhancing the quality of education and the development of students' learning capabilities in professional undergraduate programmes and their career trajectories.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Exploring lecturers’ perceptions of embedding a Learning Design capability in professional undergraduate curricula |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2025. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10209678 |
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