Changes in higher education teachers’ perceptions of curriculum

Abstract

PurposeThe purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design.Design/methodology/approachThis case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed.FindingsThe findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived.Research limitations/implicationsThe paper adds to the growing literature on induction programs and their relation to curriculum perceptions.Practical implicationsThe paper provides examples of the changes in participants’ perceptions of curriculum and accentuates, what is neglected in the construction of curriculum.Originality/valueThe paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.