Risk: the ethics of a creative curriculum

Higher education in the UK espouses to develop intelligence and critical skills in undergraduates. To do this requires exposing students to challenge and thus risk. However, current models of quality assurance are risk-averse and thus potentially limit the scope of creative learning and teaching strategies. Using two case studies, this paper argues for a utilitarian risk-management model that can accommodate creative learning and teaching strategies, while making sensible decisions about risk management