Curriculum Development In Higher Education Research Articles

Research on Chinese-Language Curriculum Development in Higher Education from the Perspective of Sociology

A reexamination of Higher Education Curriculum contributes to exploring its social value as an education resource and enhancing the social competence of students. Chinese-language curriculum being a basic curriculum of general education program, fully researching the social value of higher education institution’s Chinese-language curriculum is conducive to fostering the technology application skills of students, making it necessary to carry out this research from the perspective of sociology.

Re-connecting Design, Education, and Sustainability: The Essential Role of Research in Higher Education Curriculum Development

Re-connecting Design, Education, and Sustainability: The Essential Role of Research in Higher Education Curriculum Development

Developing a framework for sustainability meta-competencies

Sustainability is a critical issue in higher education curriculum development and organisational culture, yet its contested nature necessitates a shared understanding to support a distinct mission across institutional efforts. Therefore, this work intended to foster a common language for sustainability competencies through an overarching framework that may be applied across university functions. This case study draws upon key informant interviews and focus groups with sustainability experts within and beyond Penn State University faculty and staff. The five meta-competencies in the resulting framework are systems thinking, temporal thinking, interpersonal literacy, ethical literacy and imagination/creativity. The framework assumes certain foundational competencies are also in evidence, including logical thinking, critical thinking, quantitative analysis, reading and writing. The results offer a starting point for future discussion and application of meta-competencies of sustainability; bridge sustainability competencies work in higher education and in workforce development; and identify the role of imagination/creativity as an important sustainability meta-competency.

Reflections on a shared leadership approach to curriculum development in higher education

South African universities today must prepare teachers to meet the needs of diverse learners, including disabilities, linguistic differences, and extrinsic barriers to learning. This need was highlighted in the Education White Paper 6 which challenged South African schools to begin serving the needs of all learners, moving to an inclusive model and away from a segregated service model focused on deficits. This article was informed by a study in which we used a participatory action research model and an interpretative paradigm to analyse our learning about the challenges of effective leadership and about ourselves as co-leaders involved in curriculum development work. Based on the results, recommendations are made for faculty teams doing similar work in response to governmental policy initiatives. Keywords: leadership, teams, curriculum development, teacher education, inclusive education, Education White Paper

Applying Universal Design for Learning in Online Courses:Pedagogical and Practical Considerations

Inclusion of the universal design for learning (UDL) model as a guiding set of principles for online curriculum development in higher education is discussed. Fundamentally, UDL provides the student with multiple means of accessing the course based on three overarching principles: presentation; action and expression; and engagement and interaction. Guidelines are also provided for incorporating UDL into an online curriculum for teaching both general and diverse

An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework

The role of curriculum in higher education is sine quo non for the provision of quality and relevant educational programs and services to the current and potential learners in the USA and elsewhere in the world. Regardless of sizes, types or origins, curriculum is considered the heart and soul of all educational institutions. Curriculum is crucial for the well-being and effectiveness of higher education (Barnett & Coate, 2005) both in the short and long-term. Lamentably, it is a widely recognized notion in academia that the approach to developing curriculum is disintegrated in that minimal and isolated considerations are given to the various critical elements such as institutional leadership, social trends, industry factor and the role of the government. Therefore, this paper is dedicated to the study of existing literature on an integrative approach to curriculum development as a source of relevant, timely and comprehensive knowledge management in institutions of higher education with a particular reference to the USA.

Application of Focus Group Interviews for Business Curriculum Development in Higher Education

This study emphasises the importance of business community feedback in the process of business curriculum design. In the turbulent business environment, higher education institutions must regularly evaluate and update their curriculum to respond to the emerging business needs. Focus group interviews with representatives from the business community are used to explore possibilities for the improvement of the business curriculum. Moreover, the study analyses the mismatch between graduates’ competencies and business community needs and requirements. Our results suggest that employing focus group interviews is a valuable method of gaining more insight into relationships between business community expectations and academic community approach to the processes of curriculum design and teaching. A set of guidelines is provided for the effective conduct of focus group interviews as part of the business curriculum development in the higher education. DOI: 10.5901/mjss.2014.v5n13p229

Semantic web technologies for education – time for a ‘turn to practice’?

In this synoptic paper, the authors describe how the transformative potential of semantic web and linked web of data technologies for educational systems has been identified, but highlight the fact that there are few accounts of the pedagogical applications of these same technologies. The papers in this special issue provide accounts of these technologies in use in teaching, learning and curriculum development in higher education. Several of the papers suggest that these new web technologies have important roles to play in changing pedagogical practices in higher education settings in which teachers and students are seen as designers of their own learning technologies and as producers of new knowledge. The authors argue that the theorisation, development and adoption of Semantic Web and linked data technologies would be well served by a ‘turn to practice’ and a focus not on learning technologies in higher education but on the meaning-making practices, discourses and controversies around technologies in higher education.

Using health promotion competencies for curriculum development in higher education.

Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.

The changing concept of competence and categorisation of learning outcomes in Europe: Implications for the design of higher education radiography curricula at the European level

The Bologna process has made the qualifications framework of the European Higher Educational Area based on three cycles and on learning outcomes central to curriculum development in higher education in Europe. The Tuning Educational Structures in Europe project recommended that learning outcomes be expressed in terms of competences. The expression of educational programme learning outcomes as inventories of competences has since become the norm at the European level. However, the more recent European Qualifications Framework for lifelong learning utilises a tripartite set of categories of learning outcomes, namely, knowledge, skills and competence. In addition, the definition of competence used though overlapping with that used by Tuning, is however not identical. This article reviews and discusses the changing definition of the concept of competence and changes in categorisation of learning outcomes in Europe and their potential impact on curriculum development in radiography at the European level. It is proposed that the shift in the definition of competence and in the categorisation of learning outcomes should be taken into account in the formulation of new European curricula or the updating of present ones so that they may reference in a more direct manner to the levels of the European Qualifications Framework.

Curriculum Development in Higher Education: Faculty-Driven Processes and Practices (review)

Curriculum Development in Higher Education: Faculty-Driven Processes and Practices (review)

Towards a multi-stakeholder-driven model for excellence in higher education curriculum development

A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government, local and international universities, research institutions, SAQA structures and consultants. The model is further based on significant NQF and OBE alignment of all learning programmes within a multiple stakeholder framework, thereby ensuring that the need of all stakeholders are firmly embedded in curriculum development. Additionally, the principles of learner empowerment, employability, transparency and world-class quality form the foundation of this strategic-driven model for curriculum development. Six phases are postulated with stakeholder engagement during all phases. Three broad areas of quality planning, quality management system implementation and quality review are followed throughout the process. The result is the achievement of excellence in higher education.

A New Approach to Curriculum Development in Higher Education

A New Approach to Curriculum Development in Higher Education

Developing supply chain management program: a competency model

PurposeThis paper aims to show the process of designing and measuring learning competencies in program development.Design/methodology/approachThe paper includes cross‐sectoral comparisons to draw on programmatic and pedagogical strategies, more commonly utilized in vocational education, and transfer the application of these strategies into curriculum development in higher education. Using a case study approach, the paper details the process of identifying and measuring learning competencies in developing specialization and graduate certificate program in supply chain management.FindingsThe development of competencies used an interdisciplinary framework to infuse interaction among stakeholders – faculty, students, and practitioners. The process focused on competencies at the program level as opposed to certain course or class level. The result produced more realistic competencies addressing student learning. The competency approach presented challenges in collecting and analyzing assessment data and opportunities to continuously improve the program. Data on student self‐assessment of learning competency as well as course work (exercises and assignments) were collected, analyzed, and reviewed. They resulted in changes in textbooks, class exercises and assignments, and faculty lectures.Originality/valueThe paper focuses on the virtues of embedding learning competency development and measurement in the design of educational programs. This is an issue of ongoing relevance to education in general, and of growing relevance to higher education in particular. As psychometric methodology advances, quality assurance and continuous improvement in education place greater emphasis on learning outcomes. As such, the identification and measurement of competencies become issues of increasing importance in educational systems around the world.

A model for facilitating curriculum development in higher education: A faculty‐driven, data‐informed, and educational developer–supported approach

AbstractThis chapter explores the processes that have been developed and refined by educational developers in Teaching Support Services at the University of Guelph to support faculty‐driven curriculum assessment and development initiatives.

Editors' notes

New Directions for Teaching and LearningVolume 2007, Issue 112 p. 1-4 Editors' Notes Editors' notes Julia Christensen Hughes, Julia Christensen Hughes Department of Business at the University of Guelph, in OntarioSearch for more papers by this authorPeter Wolf, Peter Wolf University of Guelph, in OntarioSearch for more papers by this author Julia Christensen Hughes, Julia Christensen Hughes Department of Business at the University of Guelph, in OntarioSearch for more papers by this authorPeter Wolf, Peter Wolf University of Guelph, in OntarioSearch for more papers by this author First published: 20 December 2007 https://doi.org/10.1002/tl.292Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume2007, Issue112Special Issue: Curriculum Development in Higher Education: Faculty‐Driven Processes and PracticesWinter 2007Pages 1-4 RelatedInformation

Enterprise curriculum for creative industries students

PurposeThis paper seeks to report on the current state and attitudes towards Enterprise Curriculum within higher education (HE) for the creative industries sector. It is based on preliminary findings from the Creative Enterprise Conference (2006) held at UCE Birmingham, which examined the role of HEs in developing future entrepreneurs in this important sector of the UK economy.Design/methodology/approachThis paper explores issues related to enterprise curriculum development in HE through in‐depth qualitative analysis of plenary sessions, focused discussions and workshops. A number of stakeholders, including policy makers, academics, researchers and practitioners were invited to explore relevant issues appertaining to “creative enterprises” in the UK.FindingsThis paper presents a critical evaluation of the growing specialist literature, activity and research in creative industries, notably: research needs, paucity of pedagogical materials, characteristics of “creative entrepreneurs” as well as how, when, where and in what way should “creative” students be taught about entrepreneurship and self‐employment.Practical implicationsThe study offers stakeholders a critical perspective on current attitudes and practices within creative industries. This paper offers interested parties an opportunity to consider and reflect on how HE can develop relevant curriculum and deliver enterprise education that is pertinent to students who intend to operate in this important sector of economic activity.Originality/valueBy capturing current attitudes and good practice in creative industries, this paper emphasises enterprise curriculum development and implementation in a relatively underdeveloped aspect of educational research. It makes tentative suggestions and recommendations on how HE and policy makers might respond to current and future enterprise education needs.

African indigenous knowledge systems (AIKSs): Another challenge for curriculum development in higher education?

Curriculum development is one of the central features in the process of transforming higher education in South Africa. With the colonial and neo-colonial traditions still being the pervading influences in university/technikon corridors, it is time the issue of African indigenous knowledge systems (AIKSs) was brought to the fore and its relevance to the education system explored. There are certain approaches that curriculum developers in South African institutions of higher learning can adopt as they acknowledge and engage with AIKS in their curricula. This article is based on an analysis of some of such educational approaches and is also a discussion on the possibilities of engaging with AIKS in the process of recurriculation in higher education in South Africa. Theories and paradigms on teaching and learning like phenomenography, postmodernism, Mode 2 knowledge production, present ideal opportunities for researchers to explore teaching and learning through methodologies beyond the positivistic approach as well as the traditional Western knowledge systems.

Developing Women's Studies at Universities in China: Research, Curriculum and Institution

This paper first describes and reviews the history and development of the current situation of women's studies in China. Following the opening up and introduction of the reform policy in the 1980s, women's studies in China did not focus on curriculum development in higher education, but emphasized applied research projects. This situation did not change much until the beginning of 21st Century. There are four main factors that have encouraged the development of women's studies: a) the joint initiative efforts of feminist scholars in China and overseas; b) financial support from international foundations—Ford Foundation, in particular; c) The demand from students, especially female students; d) support and advocacy by the Women's Federations. At present, women's studies in mainland China is still in an early stage of development. As far as reflective dialogue within the discipline is concerned, long-range and intense exploration and cultural criticism is required, for example, regarding inconsistency in theories and concepts, and the good and bad elements in the curriculum. Second, this study examines the project, “Develop the Women's and Gender Studies in China,” as a case in order to explore the unique experiences and development of women's studies in the Chinese context. Third, it points to difficulties that may be addressed in the future. Chinese women's studies scholars have come to see more clearly the significance, aims and tasks carried out by women's studies curriculum, research and institutions.

Product life cycle theory: a quantitative application for casino courses in higher education

This article unites product life cycle theory and curriculum development in higher education to create a quantitative assessment of a new subject area: casino education. The historical use of product life cycle theory introduces the subject so that Hiraoka's (Education 93(4) (1973) 367) theoretical application for curricula in universities can be discussed. Using a revised version of Clifford's (Manage. Rev. 54(6) (1965b) 34) quantitative steps for a life cycle analysis, the rise of gaming and casino education is evaluated to explore the issue: in what stage of the product life cycle is casino gaming? This adaptation can be a new tool to assess curricula and forecast trends in subject areas.