Abstract
The competitiveness of the workforce and the country's productivity in the future depend mainly on the quality of education. The strategic mindset of education leaders and planners, policymakers, administrators, researchers, teachers, students, and engagement of external stakeholders are some of the critical foundations of effective human capital development. Future-proof professionals are products of the quality of minds of the crafters and implementors of the graduate education curriculum. Therefore, education planners must be equipped with the necessary knowledge and skills of curriculum planning. The University of Southeastern Philippines, College of Development Management (USeP-CDM), explores the opportunity to create a global community of professionals by developing an Outcomes-based Graduate Education (OBGE). Thus, this study aimed to determine the collective knowledge and skills of planning and executing curriculum design of graduate education of the college. This study employed a qualitative method of research using action research. Action research is an appropriate design of the study because it is anchored on the principles of participation, empowerment and critical reflection in curriculum planning. Data were collected from the in-house faculty workshops and meetings, external stakeholders' consultations, and research conferences. Action learning and reflective practice were used to validate the predetermined themes of the collective knowledge and skills in the planning and executing curriculum design and development. The study revealed seven collective knowledge and skills demonstrated in planning and implementing the curriculum design and development. These knowledge and skills include Innovation, Design Thinking, Futures Literacy, Collaborative Foresight, Systems Thinking, Creative Thinking, and Reflective Practice. Finally, the study's findings showed that a newer sensibility of planning and execution of future-proof graduate education curriculum emanates from cultivating the knowledge creation process of the education planners, faculty, students, and administrators.
Highlights
The competitiveness of the workforce and the country's productivity in the future depend mainly on the quality of education
The findings revealed that program improvement, such as: developing a visual conceptualization of the program; improved connections between the courses; articulation of coherence in goals and expectations for students and instructors; an increased focus on action research; increased ethics support and scaffolding for students; and the fostering of communities of practice are essential innovation initiatives in graduate education
With the definition of innovation, the quality of the minds and capabilities of the architects of the graduate education curriculum are necessary for the whole spectrum of curriculum revision
Summary
The competitiveness of the workforce and the country's productivity in the future depend mainly on the quality of education. The new globalization and digitalization have tremendous impacts on the design and models of higher education. The COVID-19 crisis has accelerated the efforts of the universities and colleges into digital transformation. The study of Grajek (2020) before the global pandemic revealed that 13% of the colleges and universities were already engaged in digital transformation (Dx), 32% have started developing Dx strategy, and another 38% of the higher educational institutions (HEIs) are exploring Dx, and only 17% of the institutions indicated that they have not invested in Dx. during the COVID19 crisis, Barbero (2020) of the World Economic Forum (WEF), observed the rapid evolution of the digital world and the drastic shift in education market demands – the “ed-tech phenomenon” of the education sector. The crisis has redirected and amplified the priorities and actions of universities towards the adoption of educational technologies (edtech) for operational continuity and long-term institutional direction
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