Achieving representation within curricula case studies: exploring educators' decision-making process

Activity: Academic Talks or PresentationsKeynoteResearch


Mini Keynote Presentation

Abstract: The rise of curricula activist campaigns (e.g., Rhodes Must Fall, Women Also Know Stuff, Why is My Curriculum White?) requires intensified scrutinisation of representation in the curricula. Although case studies represent a key pedagogical tool within education (particularly management education), representation within case studies and educators’ accompanying decision-making processes are underexplored. Adopting a qualitative research approach, this study interviewed sport management lecturers at two UK higher education institutions. Jester’s feminist reading of the theory of representation, which conceptualised representation within the curricula, was drawn upon to explore educators’ decision-making processes, including the representative groups used (if any), when selecting and creating case studies. Using a grounded research approach, educators’ perceptions regarding the challenges to achieving representation in case studies were investigated. The findings informed a conceptual model of educator decision-making, identifying meso, micro and macro factors that influence decisions regarding descriptive and substantive representation within case studies. The applicability of the model potentially extends beyond sport management; the model could be utilised by educators in other disciplines who aim to capitalise upon curricula diversity benefits and enhance representation within their case studies. The analysis revealed that descriptive and substantive representation efforts were narrowly focused. All educators are called upon to critically reflect on their case studies to infuse a combination of descriptive and substantive representation. Senior management are also called upon to implement recruitment strategies (where required) that diversify the faculty. Even where faculty diversity has been achieved, departmental leads play an important role in institutionalising the value of representation, fostering a culture of commitment, and encouraging positive, sustained change amongst all educators (including representatives of marginalised groups) responsible for curriculum content creation. The recommendations are intended to prompt critical self-reflection and encourage ongoing pedagogical improvement from a teaching and learning perspective.
Period22 Jun 2023
Event titleUON Learning and Teaching Conference 2023
Event typeConference
LocationNorthamptonShow on map
Degree of RecognitionNational


  • Representation
  • Diversity
  • curriculum Design