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Quality enhancement projects in universities frequently rely on short-term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the complex interplay across stakeholder groups and do not always acknowledge the unintended consequences of change. This article, focused on systems design, draws on research conducted over seventeen years and demonstrates how an intentional approach to linked quality enhancement projects can influence quality culture across an institution. The use of a longitudinal wicked problem theory approach allows the consideration of students' experiences as multi-faceted, influenced by a wide range of stakeholders and interrelated factors. This approach can be used to co-create actions, build trust in the cultural changes needed for long-term improvements and ensure that investment in large-scale institutional changes is effective.
Hamshire et al. (Wed,) studied this question.