Abstract

Designing and teaching higher education courses is a key pillar of most academics’ working life in their role as educators. Educators often unexpectedly learn insightful lessons about their teaching during a routine delivery of a course. However, without a research approach in place before they design and deliver their courses, educators lack a rigorous means of deriving generalised knowledge from their experiences. Against this backdrop, this paper contributes a research approach grounded in design science research and design archaeology where a course offering is treated as an ensemble design artefact of the past. The approach allows the structured codification and contribution of generalised course design knowledge within the limitations of an ex-post perspective. The approach is illustrated by two instances of course design knowledge development based on past course offerings. Educators can draw on the presented approach to codify, reflect on, and generalise course design knowledge from their own teaching.

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