A Narrative Approach to Higher Education Course Design and Teacher Reflection

Schaefer, Matthew and Lackovic, Natasa (2025) A Narrative Approach to Higher Education Course Design and Teacher Reflection. PhD thesis, Lancaster University.

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Abstract

The goal of this thesis is to explore the potential of applying narrative theory to higher education (HE) course design. More specifically, it takes as its hypothesis the idea that the HE course itself could be viewed as a type of narrative and then considers the implications of such a view. The main research question driving this thesis, therefore, is: What is the potential of narrative theory as an approach to inform HE course design and related teacher reflection? In order to answer this question, I address three sub-research questions, as follows: 1. How can the HE course be viewed as a narrative from a narrative theory perspective? 1a. What is a narrative? 1b. In what ways does the HE course meet the definition of a narrative? 2. In what ways do specific narrative elements align with the HE course? 3. What are the implications of viewing the HE course through a narrative lens in relation to supporting teacher reflection and course design? To answer the first sub-research question, I conducted a literature review as research method in order to analyze and synthesize the various definitions of narrative, resulting in a working definition, which I could then apply to what is commonly understood as an HE course. This led me to conclude that the HE course could indeed be considered a type of narrative and I specify the factors that contribute to its narrativity. To answer the second and third sub-research questions, I employ qualitative data collected in the form of lesson observations and teacher interviews, which is used in combination with mobilizing ideas from the literature. For the second sub-research question, I identify specific narrative elements, such as authorship and structure, with a specific focus on seriality, and how they align with the HE course, exemplified, when relevant, with quotes from teacher interviews and/or incidents from lesson observations. For the third sub-research question, I discuss the implications of having identified the feasibility of viewing the HE course through a narrative lens in the specific fields of course design and teacher reflection on course design. To answer this, I again employ the collected empirical data to provide examples, as well as discuss what was learned as a result of having carried out my data collection. The results are presented as a set of suggestions that can be taken as a narrative-informed approach to course design and related teacher reflection. These suggestions include considering elements such as the protagonist and antagonist of the course, the use of suspense and surprise, and the importance of repetition. This project contributes to knowledge in the field of HE by providing a starting point for interested HE course designers to view their courses through a narrative lens, which provides an established and rich set of components that can inform course design practice and reflection. As far as can be determined, such an approach has not previously been investigated in any detail, which positions this research as somewhat unordinary. This means that the possibilities of a narrative approach to HE course design are very much open to further exploration, guided perhaps by individual course designers’ own particular interests in specific aspects of narrative theory.