Looking at educational experiences in the multidimensional continuum: How to Evaluate Attained curriculum?

Subject Areas : Research in Curriculum Planning

Seyed Ali Khaleghinezhad ¹ , akbar hedayati ²

1 - PhD in Curriculum Studies, Research Institute for Education, Ministry of Education, Tehran, Iran.
2 - PhD in Curriculum Studies, University of Farhangian (Qom Branch), Qom, Iran.

Received: 2019-08-21 Accepted : 2020-10-31 Published : 2021-02-19

Keywords: Attained Curriculum, Curriculum Outcomes, Educational Experiences, Undergraduate Education,

Abstract :

Due to gap among the types of curriculum, a complex area of curriculum studies, rethinking on the imaginative framework of it becoming an important issue. This study aims at analyzing a phenomena of the attained curriculum according to experiences and perceptions of  31 participants (17 faculty members, 12 undergraduate students, 2 educational experts) from Allameh Tabataba'i, Karazmi, and Tehran universities, Aja University of Medical Science, and the office of higher education planning using qualitative descriptive (QD) research method. Data were gathered through semi-structured interviews by purposeful sampling. Analyzing the data using open, axial and selective coding lead to discovering two categories of “short-term outcomes” and “long-term outcomes” and subcategories of “achievement of the predetermined outcomes”, “outcomes of emerge learning”, “Graduates Character development”, “employment of graduates” and “continuing study of the graduates”. A message of research is generally tracking the outcomes of students’ educational experiences in a various dimension including occupational, personal, and educational life and gathering a relevant evidence for logical judgment on the positive and negative points of current undergraduate curriculum.

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