A fundamental expectation in the UK Quality Code for Higher Education, which underpins module design, is that all students should receive a high-quality academic experience. This requires curriculum development, review and redesign to incorporate key
stakeholders and respect inclusivity.
Current understandings of student identity do not explicitly and systematically include what we define as disciplinary affiliation identity. Many students take modules taught to a mixed audience of students enrolled in different degree courses.
Pressures to create more innovative programmes, combined with increasing student numbers, have meant that such modules are increasingly prevalent. Some modules typically start as part of one degree courses and become shared modules at some point in their
life cycle. For shared modules, there is a need to gain a sector-wide and explicitly articulated understanding of how curriculum design processes take account of issues such as differences between tutor and student disciplinarity, multiple disciplinary
affiliation identities and interdisciplinarity.