Design pattern adaptations of leading and managing a large teaching team
| Pattern 11 | Shared learning assets |
| Overview | Collaboratively develop learning assets that can be shared and adapted across multiple courses |
| Alignment |
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| Challenges |
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| Suggested adaptation |
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| Pattern 12 | Connect: In workshops |
| Overview | Diverse stakeholders, including teachers, students, industry partners, alumni, and educational experts, address common course development issues, strategies and solutions together |
| Alignment | HUST has adopted a Curriculum Design/Implementation (CD/IO) approach, with multiple meetings of students, teachers, and industry representatives at the outset of program development. This approach shares similarities with the principles of CLaS (Huber et al., 2023) |
| Challenges |
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| Suggested adaptation | Establish clear channels of communication and collaboration between development teams, faculty and relevant stakeholders. Regular meetings, shared documentation and feedback mechanisms help facilitate this collaboration (Vallis et al., 2022) |
| Pattern 13 | Single-day workshop scheduling |
| Overview | Multiple workshops or tutorials in a large subject are scheduled and conducted each week on the same day to ensure a consistent student experience and to simplify timetabling |
| Alignment |
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| Challenges |
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| Suggested adaptation |
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| Overview | Collaboratively develop learning assets that can be shared and adapted across multiple courses |
| Alignment | Foundational competencies, basic knowledge and skills need to be addressed consistently across many academic disciplines |
| Challenges | Development teams often operate within their respective disciplines and cross-disciplinary workshops to explore potential overlaps or synergies are uncommon Educators might hesitate to share their work with others in case there are mistakes and to “save face” |
| Suggested adaptation | Organise interdisciplinary events around research to start conversations Involve teacher private feedback sessions or anonymous participation options to reduce the fear of judgement |
| Overview | Diverse stakeholders, including teachers, students, industry partners, alumni, and educational experts, address common course development issues, strategies and solutions together |
| Alignment | HUST has adopted a Curriculum Design/Implementation (CD/IO) approach, with multiple meetings of students, teachers, and industry representatives at the outset of program development. This approach shares similarities with the principles of CLaS ( |
| Challenges | Not all Vietnamese universities have embraced the CD/IO or other similar international quality assurance strategies Workshops are typically conducted at the program level, with less frequent application at the unit/cohort/course development level |
| Suggested adaptation | Establish clear channels of communication and collaboration between development teams, faculty and relevant stakeholders. Regular meetings, shared documentation and feedback mechanisms help facilitate this collaboration ( |
| Overview | Multiple workshops or tutorials in a large subject are scheduled and conducted each week on the same day to ensure a consistent student experience and to simplify timetabling |
| Alignment | In some university settings such as HUST, timetabling software is used to allocate physical classrooms to every class at the beginning of the semester. Once the timetable for a semester is set and announced, it is rarely changed during the semester |
| Challenges | Adaptation may require substantial investment in physical resources |
| Suggested adaptation | None |
Source(s): Table created by authors