Skip to main content Accessibility Statement

A fundamental expectation in the UK Quality Code for Higher Education, which underpins module design, is that all students should receive a high-quality academic experience. This requires curriculum development, review and redesign to incorporate key stakeholders and respect inclusivity. 


Current understandings of student identity do not explicitly and systematically include what we define as disciplinary affiliation identity. Many students take modules taught to a mixed audience of students enrolled in different degree courses.


Pressures to create more innovative programmes, combined with increasing student numbers, have meant that such modules are increasingly prevalent. Some modules typically start as part of one degree courses and become shared modules at some point in their life cycle. For shared modules, there is a need to gain a sector-wide and explicitly articulated understanding of how curriculum design processes take account of issues such as differences between tutor and student disciplinarity, multiple disciplinary affiliation identities and interdisciplinarity. 


This project proposes to investigate the extent to which and how the range of students’ disciplinary affiliation identities is brought into the design of shared modules and balanced with tutor disciplinarity. By identifying specific activities, contexts, barriers, enablers and other factors that will increase the likelihood of successful implementation of an interdisciplinary and inclusive approach, this research will inform the development of a tool that will explicitly underpin curriculum design in the case of shared modules.  


  • a report outlining recommendations for reviewing and developing shared modules, with emphasis on curriculum design and inclusive practice  
  • a reflective toolkit drawing on an evidence base
  • dissemination activities to share the outcomes with the sector. 

The resources aim to:

  • Increase intentional planning and development of shared modules 
  • Enhance personalised induction, which considers students’ disciplinary identity 
  • Authentic participation opportunities for students  
  • Increase the sense of belonging in classroom communities 
  • Improve student satisfaction 
  • Develop new experiences for student researchers working in partnership with staff.


University of Greenwich


Royal Holloway, University of London and University of Lincoln

Other Collaborative Enhancement Projects

QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.