Identity and academic cultures in transit in processes of curricular innovation

The worldwide higher education paradigm has changed from a paradigm based on teaching to one based on learning. This change has led the development of new identities and teaching cultures in higher education. This study studies these key elements in an innovative modular system created and developed within the Degree of Social Education at the University of the Basque Country. A communicative methodology is proposed mixing different techniques (interviews, discussions and analysis of data) and considering different agents (44 professors and students). All the data was transcribed, registered and qualitatively encoded using NVivo10 program. The results have revealed that this innovative degree structure helped in the transformation of identities, from individualistic to collaborative. Furthermore, although there was a previous teacher culture concerned with innovation, this now has been consolidated into an innovative teaching culture. Moreover, four key elements that fostered identity and cultural change, but also personal and collective transformation were identified and labelled as: to grow and learn, take care of oneself, to connect and to integrate. Finally, the curricular and structural changes occurring in this transformation process were also analyzed and systematized. In conclusion, this work provides evidence to support the value of transformative change in academic identity and Higher Education teaching culture. Such change requires certain conditions and resources, including an assumption of teamwork and careful management of daily teaching work. Likewise, the design of university degrees plays a key role in this transition towards a culture of innovation.