Curriculum design has received considerable critical attention in the Global North and much research has been published around the key principles of good curriculum design (Meyer & Land, 2003; Gibbs, 2010; Baume, 2009). However, much of the research has focused on the application of those principles to British higher education. To date, there has been little discussion around the appropriateness and relevance of applying the principles to countries in the Middle East and North Africa and in particular, the Egyptian higher education system. This paper reviews research about curriculum design and how this informed the development of the course design principles at Leeds Beckett University (LBU). It explores, as a case study, how these principles have been embedded within the Sport Marketing undergraduate (UG) degree course at LBU and then specifically focuses on the challenges of using five principles as a framework for curricular change at Assiut University in Egypt to enhance their specialist provision. LBU was invited to assist the Faculty of Physical Education at Assiut University to develop the first Sport Marketing degree programme as part of the International Inspirations sport legacy programme from London 2012, delivered by the British Council (British Council, 2014). The case study of this project reflects on the challenges of developing a curriculum within the confines of existing institutional regulations and national frameworks as well as the challenges of a cross-cultural shared understanding and cooperation. It will be of relevance to academics who are designing new programmes or who are considering how existing programmes can be adapted to meet the needs of other international institutions.
The impact of engineering curriculum design principles on elementary students’ engineering and science learning
