Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary narratives, fictive scripts, promotes reflection on and so learning about possible futures among innovators. In this enquiry, the aim was to ascertain whether such forecasting methods could be shown to encourage engagement and learning among academics in a different context, that of future curriculum development in the university. Analysis of data drawn from curriculum workshops suggests that a fictive script approach does hold promise for promoting anticipatory learning among academics and thus could be considered as a curriculum development tool.