While promotional literature about computer science programs may claim that curricula are determined by the needs of the students and by international best practice, the reality is often different. In this paper we reflect on the factors underlying curriculum change in computer science departments and schools, from institutional requirements and financial pressures to purely academic considerations. We have used these reflections as the basis of an investigation of curriculum management practices at institutions in Australasia, via a survey instrument sent to a range of colleagues. Our findings from the survey are consistent with our own experiences, namely, that curriculum change is driven or inhibited by factors such as vocal individuals and practical constraints rather than higher academic motives.
['Paul Gruba', 'Alistair Moffat', 'Harald Søndergaard', 'Justin Zobel']
What drives curriculum change