Times of Change, Times of Turbulence: Seeking an Ethical Framework for Curriculum Development during Critical Transition in Higher Education

Introduction

This paper applies Shapiro’s (2006) model of four ethics and the use of ethical dilemmas, to provide practical responses to the ethical demands of developing curriculum for university education at a time of growing networked delivery. University networked learning is frequently supported by flexible learning policies that reflect student focused-learner centred learning goals (Biggs, 2003). The question we are interested in is how to encourage best practice in design and delivery of good quality curriculum using networked learning environments. This can be addressed in many ways; here we are especially interested in an ethical framework to support this goal. To examine this question, we will use recent developments at our university- Southern Cross University- as a case study. In particular, this paper is contextualized in a period of significant academic culture change: a shift from face-to-face to online and blended learning approaches and a blurring of off-campus and on-campus student participation. We draw on issues concerning institution-wide approaches to support networked learning (such as flexible learning, and use of Turnitin®), and increased use of online communication, collaboration and content creation (Web 2.0) tools. We also acknowledge the increasing academic interest in ethical curriculum and education (Boyd et al., 2008), although note that most curriculum development discussion takes a pragmatic rather than ethical approach. It is important, however, to ask how an individual academic can deal with these changes ethically, and move out of his or her known theory and practice into the emerging globally networked educational environment?