Towards a SDG Compliant Framework for the Open Learning Modules

The implement-ability of the Sustainable Development Goals (SDGs) depend on effective Project Planning, Development & Management (PPD&M). This applied research bases on the extensive possibilities for open learning modules via distance education. The two-fold research gap addressed are content and delivery. Participants need a SDG-embedded Project Planning, Development and Management offering. This curriculum redesign initiative is in line with the book's aim to disseminate, sustain and continuously improve content and practice incorporating new tools, insights, methods, necessary for proper implementation of the SDGs. The re-designed content emphasizes the ability to inter-relate through appropriate tool-sets on challenges, priorities, themes, sectors in the project development management domain. Complex developmental concerns are best served when the participant deploys the right combination of tools. Need for re-look at the evaluation system is highlighted with an interesting proposal to engage PPD&M alumni for continuous improvement on SDG-led growth.

Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two­-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.

ORGANIZATIONAL AND ENVIRONMENTAL CHANGES: A BASIS FOR CURRICULUM REDESIGN

The education sector during the current pandemic has been greatly affected by the learning environment, management and administrative practices, and pedagogical aspects. Many schools around the world have made adjustments in their respective curricula to focus on what is essential during these trying times. The concept of school curriculum has been challenged to become more responsive to this large-scale universal undertaking. This paper explores curriculum development through the lens of the stimuli-response loop to show its dynamism. Furthermore, the researcher cites important cyclical models to picture how a curriculum develops and changes and integrates innovations during an organizational change. Finally, the researcher stitches the concepts of curriculum and organizational change through systems archetype in an attempt to suggest a model that would cater to such large-scale environmental movements like the current pandemic. KEYWORDS: Environmental Challenges, Responsive Curriculum, School Curriculum, School Organization, Systems Archetype

Teaching Africa-Rooted Evaluation

Recent years have seen the emergence in both academic generally and evaluation specifically a strong “Made in Africa” discourse, urging us to critically reflect on how we might integrate African methods, culture and knowledge systems into both teaching and practice. This teaching practice note reflects on one small, but potentially significant step towards this through a curriculum redesign of a core introductory module on University of Cape Town’s Masters in Program Evaluation. Our idea, which we call a “model client” approach, was to bring on board the evaluation client as a co-learner in the classroom environment. Through a series of instructor-facilitated client-student engagements, students and client worked within the classroom environment on understanding the program logic, tailoring evaluation questions, and co-learning about evaluation approach. While not without its challenges, our model client approach made meaningful strides towards moving the locus of evaluation knowledge creation away from a theoretically grounded introductory course which drew predominantly on Western texts and theory, towards an approach where both our understanding of the evaluation process and evaluation capabilities themselves are co-created by (our uniquely African) clients, students, and instructors. Key challenges in implementing this approach included the client’s sense of vulnerability, student inexperience in evaluation theory and practice, and a conspicuous shortage of African-generated evaluation case studies and texts. Reflections for addressing these challenges include the need for teaching instructors to better centre student and clients learning around the objectives of the model client initiative, better communication as to the central principles of Made in Africa evaluation, and continuing to support the development if uniquely “indigenised” African evaluation scholarship and source materials.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

Moving critical management education to praxis: integrating professional services within the critical classroom

PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

Pedagogical Practices Shaping Professional Identity in Public Health Programs

University academic preparation plays a critical role in guiding undergraduate public health students shape their professional identity (PI) and demonstrate professionalism in their transition to work environments. PI is an understanding of profession-related connections, characteristics, roles, values, standards, and culture continuing over time. Despite evidence supporting PI learning across medicine, nursing, or pharmacy, little is known about public health pedagogic and curricular approaches as important concepts to support PI learning. There is a need for an innovative curriculum redesign to include planning PI experiences, teaching professionalism across courses, and supporting students as they become early career professionals. By acquiring new knowledge and applying those skills during the undergraduate public health courses, students develop a commitment to and pride in their chosen profession. This article gives an overview of PI, provides a PI conceptual framework, and offers 10 suggestions on how to advance PI effectively in the redesigned public health curriculum.