This short paper describes the first prototyping of a self-evaluation process of
Curriculum Agility at a Faculty of Technology in Sweden. The process comprises
guided, semi-structured, individual interviews at different organisational levels within
the faculty, a joint narrative based on those interviews, prioritizing development
strategies per level, and jointly mapping them on importance and implementation
time. The self-evaluation is part of and based on the research on the principles of
Curriculum Agility. The results show the interplay in timely curriculum change for
futureproof engineering education between the teaching staff, the systems and the
people who control the systems. The self-evaluation brings together the different
perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in
progress indicates how doing such a qualitative self-evaluation paves the road for
transparent strategic dialogues on a holistic level about what to give attention and
organize differently.