Curriculum Development Process Research Articles

Micro-Integration: A Process for Integrating Multiple Discipline-Specific Learning Objectives for Enhanced Co-Teaching of Medical Education Sessions

Introduction: Integrating subject matter in organ-systems-based courses is now the norm in medical education. This is valuable at the course level and organ-system level. However, at the session level, many basic scientists have observed essential content from their disciplines being discarded when solo-taught by faculty from other disciplines. This has had the effect of content experts re-siloing their content in sessions that were intended to cover integrative content. Such siloing forces students to integrate the separated components themselves. Even when designated for co-teaching, many sessions created by only one faculty member effectively sideline the other instructors attending the sessions. Hypothesis: A deliberative process for improving the incorporation of discipline-based learning objectives and content into the material for multidisciplinary co-taught sessions improves both co-teaching opportunities and student learning. Methodology: The authors offer the term “micro-integration” as a deliberative, 4-step process for converting an individually created session into an effective multidisciplinary session. (1) Once a session on a topic is identified for co-teaching as part of a larger curricular plan, a session lead is identified. This person often teaches most of the session’s content. (2) In creating a multidisciplinary, integrated session, topics from other disciplines (in both basic and clinical sciences) that complement or complete the integration are identified. Each content expert creates learning objectives that correspond best to their discipline. (3) Each expert creates discipline-specific content that covers their individual learning objectives for that session. (4) The group collaboratively creates the final product. As an example, in one first-semester session on “Action Potentials and the Neuromuscular Junction,” most of the material—learning objectives and the content of the session—was prepared by a physiologist. Two learning objectives on the microbiology of botulism and tetanus were also incorporated. Finally, another learning objective and related content on the clinical presentation of these two disorders was included. Together, these highlighted the importance and relevance of physiology, microbiology, and clinical medicine on the same topic, presenting medical students with an integrated, clinically relevant understanding of action potentials and synaptic transmission. Data and summary of results: At a medical school that has an integrated pre-clinical curriculum, micro-integration was the norm for many sessions. Reaction from students to these micro-integrated sessions has been generally positive. Faculty also reported feeling empowered by micro-integration. An unexpected but welcome result of this process involved item writing. Because each content expert was aware of specific knowledge each of their peers were contributing, they were better able to write integrated formative and summative examination items that prioritized their learning objectives while also tying into others’ learning objectives. These learning objectives and related examination items were tracked all the way up to the course level to match content taught with overall learning objectives for each organ system. In general, micro-integration was used in three types of sessions: (1) Basic scientists from different disciplines (e.g., anatomy and physiology) coordinating their learning objectives and content across a common topic; (2) Basic science sessions incorporating clinical relevance to the original material (e.g., biochemistry and clinical medicine); and (3) Clinical sessions incorporating basic science material (e.g., clinical medicine and pharmacology). Conclusion: Micro-integration is a new, deliberate approach to creating contextualized, just-in-time educational materials at the session level that may improve the content and quality of co-teaching to undergraduate medical students. This process of session-specific curriculum development could be helpful, both for overcoming faculty resistance to integration of their learning objectives and content in undergraduate medical education, and for improving the quality of examination items. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

2022 개정 기술과 교육과정 개발과 주요 특징

The purpose of this study was to develop the 2022 revised technology and curriculum. The study was divided into primary and secondary research according to the government's curriculum development process. The research methods used in this study included literature research, expert consultation, Delphi survey, and policy consultation. One of the most important features of the 2022 revised technology subject curriculum development is that the participation of professors at technology teacher training institutions and current technology teachers increased compared to the previous curriculum. As a result of this participation and discussion, the results of the 2022 revised technology subject curriculum development study were derived. The results of this study are summarized as follows. First, the middle school technology curriculum was developed into two major areas: technological problem solving and innovation, and sustainable technology and convergence. Second, the high school technology curriculum was composed and developed with technology and home economics as general electives, robots and the world of engineering as career electives, and creative engineering design and general intellectual property as convergence electives. Third, all curriculum were developed by dividing them into changed content elements: knowledge/understanding, process/skill, value/attitude, and achievement standards were developed through combination of content elements. Fourth, the high school technology curriculum strengthened the nature of the engineering field and attempted to preserve the purpose of the high school credit system. The development process and main features of the 2022 revised technology subject curriculum can be used as explanatory material for future curriculum implementation, monitoring of future curriculum, and basic data for the next curriculum.

Working on needs assessment of youths and subsequently developing curriculum for leadership development initiatives

In contemporary society, addressing the evolving needs of youth is paramount for fostering resilient, empowered, and capable leaders of tomorrow. The process begins with a comprehensive needs assessment, which serves as the cornerstone for developing effective curriculum tailored to their unique requirements. This review delves into the intricate process of conducting a needs assessment for youths and subsequently crafting a curriculum for leadership development initiatives. A needs assessment for youths entails a multifaceted approach that encompasses various dimensions of their lives. It involves understanding their socio-economic background, educational aspirations, career goals, interpersonal skills, and community involvement. By employing qualitative and quantitative research methods such as surveys, interviews, focus groups, and observation, stakeholders gain insights into the diverse needs, challenges, and aspirations of youths within their specific context. Upon completion of the needs assessment, the gathered data serve as the foundation for designing a targeted curriculum for youth leadership development. The curriculum aims to address identified gaps and empower youths with essential skills, knowledge, and attitudes necessary for leadership roles. It integrates elements such as communication skills, critical thinking, problem-solving, emotional intelligence, teamwork, and cultural competency, tailored to the developmental stage and cultural background of the target audience. The curriculum development process involves collaboration among educators, youth advocates, community leaders, and relevant stakeholders to ensure its relevance, effectiveness, and sustainability. It follows a systematic approach, including curriculum design, implementation strategies, resource identification, and evaluation methods. The curriculum is designed to be interactive, experiential, and engaging, fostering active participation and ownership among youths. Key components of the curriculum include leadership theories, self-awareness exercises, goal setting, conflict resolution techniques, ethical decision-making, community engagement projects, and mentorship opportunities. It embraces a holistic approach that nurtures youths' personal, academic, and professional growth while instilling values of social responsibility and civic engagement. The curriculum is adaptable and responsive to the evolving needs and dynamics of youths and their communities. Regular assessments and feedback mechanisms enable continuous improvement and refinement, ensuring its relevance and effectiveness over time, the curriculum is designed to be inclusive, accommodating the diverse backgrounds, abilities, and perspectives of all participants. Working on needs assessment for youths and subsequently developing a curriculum for leadership development initiatives is a multifaceted and dynamic process. It requires a deep understanding of youths' aspirations, challenges, and contexts, coupled with collaboration, innovation, and adaptability. By empowering youths with the necessary skills and opportunities, such initiatives contribute to building a generation of capable, empathetic, and visionary leaders poised to address the challenges of the future.

Issues in English Language Teaching (ELT) Affecting Decision Making in Curriculum Development Process in Tanzania

Issues in English Language Teaching (ELT) Affecting Decision Making in Curriculum Development Process in Tanzania

Engagement of stakeholders in the development of generic medical and nursing curricula in Tanzania through media outlets and social media

Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricula. Methods. Pictures, newsprint extracts, and videos of face-to-face events in the curriculum development process and project and a curriculum advert were posted on Facebook, Twitter and YouTube and used to engage stakeholders, including regulatory bodies, health professional councils, graduates, students, practitioners, health training institutions, private and public employers, internship supervisors, faculty and the public. Reactions, comments and post insights from stakeholder postings, in both Swahili and English, were analysed manually and categorised into four types of messages: congratulatory, comments on the process and expected outcomes, curricular gaps, and faculty development needs to implement new curricula. Results. A total of 69 290 stakeholders were engaged via Facebook and 229 via Twitter. A total of 13 553 (19.6%) Facebook and 179 (78.2%) Twitter comments were directly related to gaps in current curricula and graduate competencies. Other inputs received through social media were on faculty development needs to implement harmonised curricula and the project in general. Conclusion. This was the first attempt to engage curriculum stakeholders using social media for the development of harmonised curricula in Tanzania. The impact of social media in providing relevant inputs for curriculum development was significant. Use of social media, with multiple language options, is an economical and efficient way to reach a large number of stakeholders for curriculum quality improvement.

A stepwise approach to integrating the new essentials into a master's entry nursing curriculum

The American Association of Colleges of Nursing (AACN) released updated nursing curriculum Essentials in 2021. The new Essentials document reflects an innovative and unique approach to nursing education and provides a framework for competency-based education and assessment to prepare students to work in a profession that is ever-changing.The first in the state of Oregon, a Masters Entry into Professional Nursing program was launched with a curriculum based on the new Essentials with the goal to remain true to the program's current concept-based approach while incorporating elements of a competency-based curriculum. As with all new programs, curricular design is paramount and requires careful planning to ensure the curriculum aligns with education trends, meets the needs of diverse learners, adheres to regulatory requirements and standards, and has strong faculty buy-in.Curriculum development done in a systematic fashion with faculty input is imperative. All current faculty were invited by the school of nursing (SON) leadership to participate in the curriculum development process. Regularly scheduled meetings were held, and all interested faculty participants were able to provide input. This process also included the SON Curriculum Committee and SON Faculty Council, to ensure all faculty were included in the process and appraised of the curriculum development. The faculty members who participated in the systematic development process then served as advocates for the new curriculum and helped create a smooth transition when the new MEPN program was introduced.

113 Creation of an undergraduate certificate program in clinical and translational science following a six-step curriculum development process

OBJECTIVES/GOALS: Academic research centers often struggle to recruit and retain a diverse and competent clinical and translational science (CTS) workforce. Specifically, the clinical research professional (CRP) career pathway is not well known to undergraduate students and other individuals outside of academic medicine despite various potential career routes. METHODS/STUDY POPULATION: To address these workforce challenges, the CRP Task Force at the University of Cincinnati (UC) aims to train a competent and diverse CRP workforce through targeted educational programming in the UC undergraduate population. Using a six-step curriculum development process that included: 1) performing a needs assessment, 2) determining content, 3) writing goals and objectives, 4) selecting the educational strategies, 5) implementing the curriculum, and 6) evaluating the curriculum, we designed an undergraduate certificate program in CTS. RESULTS/ANTICIPATED RESULTS: The needs assessment included both internal and external data gathering to inform curriculum development and program decisions. Content was determined using the CRP Competency Framework 2.0, and program learning outcomes were written with both the competency framework and local workforce needs in mind. Educational strategies were selected based upon optimization of available resources and local expertise with an emphasis on interactive didactics complemented by experiential learning. Implementation is underway and evaluation will follow once students begin enrolling. DISCUSSION/SIGNIFICANCE: We anticipate an increase in numbers of well-qualified, diverse applicants who pursue CRP careers locally and regionally. In addition, we expect that the certificate program will build competency earlier in CRP staff, improving job satisfaction and retention as a result of a stronger foundation from which to build their professional skills.

The Variety of Undergraduate Medical Education Curricula: An Environmental Scan of Diverse Medical School Characteristics within Indones

An educational curriculum is a fundamental component of undergraduate medical education (UME) programmes, and its implementation may differ between medical schools due to multiple factors influencing curriculum development processes, such as medical schools’ characteristics, intended outcomes of educational programmes, resources, and cultures. Consequently, the quality of UME programmes and medical graduates may be affected. This study aimed to collect knowledge on the implementation of UME curricula in Indonesia, a country that has numerous medical schools with diverse characteristics. A nationwide environmental scan with cluster sampling was employed from December 2020 to May 2022. Data were collected from the dean or the staff of medical education units or other relevant stakeholders in medical schools on the curriculum approach, teachinglearning strategy, assessment system, and curriculum evaluation. Data collected were analysed using descriptive statistics and presented using frequency and percentage parameters. Out of 74 medical schools invited, 30 agreed to participate in this study. Most medical schools had established outcomebased UME while employing diverse curricular approaches within the SPICES (student-centred, problem-based, integrated, community-based, elective, and systematic) strategy. Variations were also observed in the teaching-learning processes and assessment systems used. Case-based discussions, lecture-based classes, skills laboratories, laboratory practice, and interprofessional learning were used as teaching-learning methods, while written/computer-based tests, objective structured clinical examinations (OSCEs), and other assessment methods were used to measure student competency. In their policy networks, medical schools involved numerous stakeholders and performed periodic curriculum evaluations using multiple well-established tools to ensure the quality of medical training and graduates. As various strategies of curriculum implementation were reported, it remains critical to establish productive UME curricula. Various potentials, resources, and opportunities in medical education must be optimised to maintain best-practice educational programmes.

Design of Independent Curriculum Implementation for Migrant Students with Autism in Taiwan

Purpose: This research aims to develop a curriculum implementation design tailored specifically for Indonesian migrant students with autism residing in Taiwan. Recognizing the unique needs and challenges faced by this population, the study seeks to address the gap in educational support for migrant students with autism in an international context. By focusing on curriculum development, the research endeavors to enhance the educational experiences and outcomes of Indonesian migrant students with autism in Taiwan. Methods: The research methodology employed is research and development, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) concept as the framework. This approach allows for a systematic and iterative process of curriculum development, ensuring that the curriculum design is informed by thorough analysis of needs, effective in addressing identified challenges, and responsive to the specific context of Indonesian migrant students with autism in Taiwan. Results and Discussion: The outcomes of the research include the formulation of a comprehensive curriculum design, encompassing the school's vision and mission, learning objectives tailored to the needs of students and the school, and considerations for addressing cultural adaptation and potential challenges such as culture shock. With a focus on student development aspects, particularly tailored to the needs of students with autism, the curriculum design aims to provide a supportive and inclusive learning environment conducive to their growth and development. Implications of the Research: The research findings have significant implications for educational practice and policy, particularly in the context of supporting migrant students with autism in international settings. By developing a curriculum implementation design specifically tailored to the needs of Indonesian migrant students with autism in Taiwan, the research contributes to enhancing the educational experiences and outcomes of this underserved population. Furthermore, the insights gained from this study may inform the development of similar initiatives targeting migrant students with special needs in other international contexts. Originality/Value: This research contributes to the field by addressing a gap in the literature and practice surrounding the educational support for migrant students with autism in international settings. By focusing on curriculum development and implementation, particularly for Indonesian migrant students in Taiwan, the study offers a novel approach to enhancing educational inclusivity and support for this population. The research provides valuable insights and knowledge about the implementation of independent curricula abroad, particularly for migrant students with autism, thereby contributing to the advancement of inclusive education practices in international contexts.

International perspectives on early childhood education curriculum development: reflections on a documentary review

ABSTRACT This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum development. In particular, the curriculum development framework model developed by Te Whaāriki New Zealand Ministry of Education in 1996 informed the analysis of documents concerned with the provision of early childhood education, specifically looking at how young children develop, grow and learn. The findings indicate that in order for the process of curriculum design and development to proceed effectively and efficiently, the context in which it is carried out must be carefully considered. A good curriculum is one which is drawn from society and embodied in the existing cultural norms, traditions and customs of the particular setting. For a curriculum to hold value, it must result from broad consultation and negotiation with a wide range of shareholders. Throughout, the paper considers how international perspectives of early childhood education curricula development and its enactment might offer possibilities for Tanzania to address concerns and issues relating to curriculum design and development that have been raised in the literature.

Undergraduate public relations education in the United Kingdom: Quo Vadis?

In the current context of the undergraduate PR academic education in the United Kingdom degrees being shut down or merged with other communication disciplines, the present essay represents a timely reflection on the results and internal incoherence of PR education provision in the United Kingdom. Starting from the key idea that public relations is a mature occupation and academic social discipline, we developed a thorough analysis of PR fields, where we analysed the intra- and inter-dynamics between these various types of fields, aiming at identifying the main issues that impact the teaching of PR and its academic expressions. Drawn from the field analysis, we then focused on two key trends which currently shape the undergraduate PR education in the UK to recommend changes to the process of curriculum development that reconstructs the social value of Public Relations.

Roles of Indigenous Peoples Leaders in the Indigenization of Education: Basis for an Indigenous Peoples Education

This basic qualitative study delves into the pivotal role of Indigenous Peoples (IP) leaders in the indigenization of the curriculum, acting as the cornerstone for the development of an Indigenous Peoples Education Program. The study investigates the multifaceted responsibilities undertaken by IP leaders, assuming roles such as translators, facilitators/resource persons, coordinators, and narrators in the intricate process of curriculum development. Additionally, the research scrutinizes the various issues and challenges that these leaders encounter in fulfilling their crucial roles. Key challenges identified include a lack of awareness regarding their rights as integral members of the indigenous community, insufficient educational and training opportunities, limited access to pertinent sources for IPs, and a deficiency in knowledge, skills, and representation within the Department of Education (DepEd). These challenges underscore systemic barriers that impede the effective participation of IP leaders in the indigenization of the curriculum. In response to these findings, the study advocates for the implementation of a comprehensive Indigenous Peoples Education Program. This proposed program aims to address the identified challenges by focusing on providing education and training for IP leaders, raising awareness about their rights, and advocating for their active representation within the educational system. It is anticipated that the implementation of the recommended IP Education Program will contribute to a more inclusive, culturally sensitive, and representative curriculum that aligns with the diverse perspectives of Indigenous Peoples, fostering a harmonious coexistence between traditional knowledge and mainstream education. Keywords: Indigenous Peoples, indigenization, contextualization, IP education

TEACHERS’ CULTURAL CHOICE CONSCIOUSNESS IN INTEGRATING LOCAL CULTURE INTO UNIVERSITY CURRICULUM RESEARCH-TAKE H UNIVERSITY AS AN EXAMPLE

Integrating local culture into the university curriculum reflects the curriculum development process of integrating teachers' professional knowledge and local knowledge and is also the process of teachers' cultural selection. In this process, cultural choice consciousness is the main factor that causes teachers to act on local cultural objects to achieve curriculum effectiveness. This article explores the formation process of teachers' cultural choice consciousness at H University that integrates local culture into the curriculum and concludes that the two dimensions of teachers' cultural choice consciousness are social sense and self-field and its eight influencing factors, including life experience perception and cultural identity, values, reflective criticality, text symbol diversity, subject power diversity, institutional tension, and discourse situation.

THE ROLE OF MADRASAH SUPERVISORS IN THE IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM

The aim of writing this article is to obtain an overview of the role of madrasah supervisors in implementing the independent learning curriculum. Implementation of the Independent Curriculum is voluntary, gradual according to ability, and depends on the readiness of each educational unit. In its implementation it is certainly not easy, especially raising awareness of each madrasah (educator) in implementing the independent learning curriculum, so madrasah supervisors have a strategic role in influencing, encouraging, directing, guiding and mobilizing madrasah residents, therefore the role of supervisors is as regulated in GTK Director General Regulation No. 4831 of 2023 The Role of School Supervisors in the Independent Learning Policy, is the basis on which a supervisor plays his role in implementing the independent learning curriculum in educational units. The conclusion of writing this article shows that: (1) Madrasah supervisors carry out the role of supervisors and leaders of change in their educational institutions, (2) The independent learning curriculum is student-centered educational program planning, where educational units have autonomy in developing their curriculum, (3 ) Madrasah supervisors have a strategic role in the curriculum development process.

Unveiling Cultural Narratives: A Qualitative Inquiry into Cultural Representation in Language Education under Pakistan’s Single National Curriculum

This qualitative research delves into the cultural narratives encapsulated in language education under Pakistan’s Single National Curriculum (SNC). The study scrutinizes the integration and portrayal of cultural representation within the SNC by employing a methodological framework comprising document analysis and semi-structured interviews with key stakeholders such as curriculum developers, educators, and policy experts. It particularly focuses on the implications of these representations for students’ cultural awareness and identity formation. The findings unveil a pronounced emphasis on national narratives within the curriculum, which tends to eclipse the multifaceted local cultural identities and constrains exposure to broader global cultural perspectives. This predominant focus on national narratives significantly influences students’ perceptions and understanding of their cultural heritage, potentially leading to a constricted perception of Pakistani culture. The research highlights an essential need for a more equitable and inclusive integration of cultural narratives within the curriculum, accentuating the significance of harmonizing local and global cultural elements in educational content. Based on these insights, the study proposes several recommendations, including enhancing teacher training programs, involving diverse stakeholders in the curriculum development process, and a continuous and rigorous evaluation of how cultural narratives are represented and conveyed within the curriculum.

PromotingLGBTQ+ for financial aid: (Mis)Construing sexuality education for early childhood development in Ghana

One of the primary goals of a curriculum change is to address the needs of a society. Nonetheless, its implementation may face hurdles if the cultural heritage, worldview, and philosophy of society are not well represented in the curriculum. Thus, this study was an attempt to discover the sociocultural and curriculum-related concerns that led to Ghanaians’ opposition to the introduction of comprehensive sex education (CSE) in the basic school curriculum. Data were gathered from the online social media platforms: Facebook and Twitter. The analysis show that CSE, as an educational initiative for early childhood learners in Ghana, conflicts with the culturally accepted means of bringing up children in the sociocultural context of Ghana. Consequently, the idea of CSE was strongly opposed by Ghanaians because they misconstrued the initiative as a concealed attempt by the Westerners to promote LGBTQ+. Nonetheless, some consider it a crucial means of preventing STIs and unintended pregnancies. We, thus, argue in this paper that Ghanaians misconstrued this initiative because major stakeholders in the curriculum were not engaged in the curriculum development process. We, therefore, recommend that effective situational analysis and needs assessment precede the introduction of any culturally sensitive educational initiative in Ghana.

2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.

Posner의 교육과정 분석이론을 활용한 2015 개정 초등학교 저학년 통합교과 교육과정과 IB PYP 교육과정 분석

This study aims to provide foundational information for the development and implementation of a more flexible and practical integrated curriculum by analyzing the 2015 revised lower elementary integrated curriculum and the International Baccalaureate Primary Years Programme (IB PYP) curriculum. Drawing on Posner’s (1994) curriculum analysis theory, the analysis focuses on key questions related to curriculum development background, objectives and content, implementation, and critique in four categories. The findings are as follows: Firstly, in the curriculum development process, emphasis was placed on integrating students’ lives into interdisciplinary themes to connect with instructional learning. Secondly, differences were observed in the translation of educational philosophies into tangible curriculum components. Thirdly, challenges were identified in the operation of concept-based curricula centered around non-disciplinary themes in both the 2015 revised lower elementary integrated curriculum and the domestic execution of the IB PYP curriculum. Fourthly, the 2015 revised lower elementary integrated curriculum still reveals a connection to the framework of ‘subject-based’ education and struggles to break away from it, while the domestic implementation of the IB PYP curriculum faces difficulties in designing integrated inquiry units that align with the achievement standards of the national curriculum. Through these observations, implications for the development and implementation of a more flexible and practical integrated curriculum centered around non-disciplinary themes are presented.

Broader Terms Curriculum Mapping: Using Natural Language Processing and Visual-Supported Communication to Create Representative Program Planning Experiences

Accreditation bodies call for curriculum development processes that are open to all stakeholders, reflecting viewpoints of students, industry, university faculty, and society. However, communication difficulties between faculty and non-faculty groups leave an immense collaboration potential unexplored. Using the classification of learning objectives, natural language processing, and data visualization, this paper presents a quantitative method that delivers program plan representations that are universal, self-explanatory, and empowering; promoting stronger links between program courses and curriculum development open to all stakeholders. A simple example shows how the method contributes to representative program planning experiences and a case study is used to confirm the method’s accuracy and utility.

Challenges in Reforming University Curricula for Graduate Employability: Head of Academic Departments Perspective

This paper delves into the multifaceted roles of Heads of Academic Departments (HoDs) and their intricate challenges in overhauling their units' curricula to enhance graduate employability within a university college in Uganda. Originating from persistent complaints by employers and stakeholders regarding the perceived deficiency in employable skills among university graduates despite multiple curricular revisions, the study employed a qualitative methodology, gathering data from four purposefully selected HoDs through in-depth interviews. The study's findings revealed divergent interpretations of graduate employability among participants, ranging from possessing employable skills to a student's ability to complete their study programme and secure gainful employment. Additionally, participants disclosed strategies for enabling curriculum revisions, involving, and motivating stakeholders, providing effective leadership, and offering essential information and support to their staff during the curriculum review and development process. However, the study identifies several challenges participants face in revising their units' curricula, including limited stakeholder cooperation, rapidly changing societal needs, and a shortage of funds for the curriculum review and development process. Consequently, the study concludes that while HoDs are committed to reforming university curricula to promote graduate employability, their efforts are hampered by various challenges, necessitating increased institutional support to enhance their capacity to improve graduate employability effectively