A Review of Curriculum Change and Innovation for Higher Education

The effective curriculum has become a critical component of higher education because of the shifts in the techno-socio-economic landscape and digital revolutions in industry 4.0. In this paper, a review of existing works related to curriculum change and innovation for higher education institutions provides insight into the topic. The paper is divided into several sections of the review. A general understanding and introduction of the context of Curriculum 4.0 in higher education are elaborated in this review. The relative theories that underpin curriculum change and innovation in educational institutions are presented. The paper also discusses and reviews the processes and procedures involved in managing curriculum change and innovation. The issues related to embracing and managing curriculum change and innovation are also highlighted and discussed in this paper.

A Discourse Analysis of Accounting Syllabuses to Assess the Extent of Curriculum Change: The Case of Lesotho General Certificate of Secondary Education

This study was undertaken to assess the extent of changes brought by the Lesotho General Certificate of Secondary Education (LGCSE). The LGCSE replaced the British General Certificate of Secondary Education (GCE O level). The new system was hailed as modern and progressive, recognizing wider ability performance. The study employed a comparative research methodology within qualitative research paradigm, comparing two Accounting syllabuses from GCE O level and LGCSE. Document and discourse analysis was used to obtain data. The study found that despite the educational rhetoric accompanying the introduction of the LGCSE, the syllabuses did not reflect any substantial changes or shifts.

The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance. This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance. This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

A three-legged stool: Teachers’ views of Junior Cycle Physical Education curriculum change

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or ‘three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers’ core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the ‘three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile.

Medical Student Perspectives on Substance Misuse Education in the Medical Undergraduate Programme: A Grounded Theory Approach

BackgroundA substance misuse epidemic has been appropriately responded to in medical education. Numerous curriculum reviews and most recently a UK department of Health (DOH) project have identified deficiencies in substance misuse education whilst also suggesting an alternative curriculum to be implemented into UK medical school. The student perspective has largely been muted during this process and this study aims to explore this using a constructivist grounded theory approach.Methods Eleven Final year and intercalating medical students across three separate focus groups participated in this study. Focus groups were initially less structured with subsequent focus groups session using more guided questions. Audio recordings of focus groups were transcribed into codes and categories until data saturation was obtained. Results Medical students had a common consensus that substance misuse education was an underperforming subject in their curriculum, from limited teaching hours to curriculum design and organisational problems. Students identified an alternative curriculum is required to not only prepare students for their future clinical duties but also their own personal lives. Students highlighted this proximity to a ‘dangerous world’ where exposure to substance misuse risks were faced daily. This exposure also provided a source of informal learning experiences which students deemed as being potentially unbalanced and even dangerous. Students also identified unique barriers to curriculum change with reference to a lack of openness due to the impacts of disclosure in substance misuse. Conclusion The student perspective identifies deficiencies in substance misuse education and provides alternative curriculum approaches like that discussed in current curriculum reviews and projects. The student perspective however provides a unique look at how substance misuse pervades into their own lives and how informal learning is a largely underestimated source of learning with more dangers than benefits. This together with the identification of unique barriers to curriculum change and substance misuse being a ubiquitous problem, medical faculties should work together with students themselves to drive curriculum change forward at a local level.