Designing a Curriculum Viability Model in the Higher Education System

Subject Areas : Research in Curriculum Planning

mehdi mohammadi ¹ , Reza Naseri Jahromi ² , solmaz khademi ³ , sedigheh shadi ⁴ , hadis mozahebiyan ⁵ , shirin khazaki ⁶

1 - Faculty Member, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
2 - PhD in Curriculum Planning, Department of Management and Educational Planning, Shiraz University, Shiraz, Iran.
3 - PhD student of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
4 - MA of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
5 - MA student in Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
6 - MA of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

Received: 2022-11-29 Accepted : 2023-04-25 Published : 2023-02-20

Keywords: Curriculum, Higher Education, viable,

Abstract :

The basis of the activity of any educational institution is its curriculum, which provides the necessary background for improving knowledge and acquiring skills. Curriculum viability is the current state of a curriculum that is determined based on the degree of compliance with quality standards. Therefore, the main purpose of this research was to design a model of curriculum viability in the higher education system. This qualitative research was carried out using the seven-step method of Sandlowski and Barroso. The meta-synthesis team consisted of three lesson planning specialists and one person who was proficient in meta-synthesis research. At first, 44 sources were extracted, and by using the screening pattern and removing unrelated titles, unrelated abstracts, and then unrelated texts, 24 related research sources became the basis of the analysis finally. The result of which was the extraction of a model consisting of five basic themes as: educational standards (adherence to the approved curriculum), educational obstacles (transfer of educational concepts), educational consequences (changes in students' knowledge, skills and attitudes), educational leadership (teaching-learning process management) and quality of education (students' individual growth and development). The validity of the data was confirmed by using the three techniques of reliability, transferability and alignment of data and trust in data by carefully directing the flow of information collection and alignment of researchers. In general, the findings of this article showed that practical and effective educational content and a capable teacher led to the viability of the higher education curriculum.

References:

Abrahamson, S. (1978). Diseases of the curriculum. Journal of Medical Education, 53(9), 951–957.

Bjoro, B., Ballestad, I., Rustoen, T., Fosmark, M. H., & Bentsen, S. B. (2023). Positioning patients for robotic‐assisted surgery: A qualitative study of operating room nurses' experiences. Nursing Open, 10(2), 469-478.

Bosco, J. (1971). Curriculum Theory [Review of the book Curriculum Theory (2nd ed.) by George A. Beauchamp]. The Educational Forum, 35(2), 259–260.

Bush, Tenny; Middlewood, David, (2014). Educational Leadership and Management, Atighi, Mansoura; Ahanchian, Mohammad Reza, Rushd.

Chakrabarti, R., Wardle, K., Wright, T., Bennie, T., & Gishen, F. (2021), Approaching an undergraduate medical curriculum map: challenges and expectations. BMC Medical Education, 21(1), 1-12.

Chenail, R. J. (2011). Learning to appraise the quality of qualitative research articles: a contextualized learning object for constructing knowledge. Qualitative Report, 16(1), 236-248.

Cheng, M. (2017). Reclaiming quality in higher education: a human factor approach. Quality in Higher Education, 23(2), 153167.

Daniel, P., Stephen, J. B., Stephen, P. C., & Rabi, S. (2022), Participation of 1st-Year Medical Undergraduate Students in an Anatomy Exhibition as “Near-Peer” Teachers–An Innovative Method to Implement Components of the Competency-based Curriculum in India. Journal of the Anatomical Society of India, 71(2), 102.

Darwis, A., Yendra, R., & Marizal, M. (2022), Evaluation of the Curriculum of Junior High School Mathematics Subject Using Spatial Analysis in the Regions of Pekanbaru. International Journal of Educational Methodology, 8(2), 231-240.

Deshpande, R., Karnik, R., Baer, C., & Kurup, V. (2020), Focus: Medical Education: Resource Utilization in Implementation of a Point of Care Ultrasound Curriculum for Resident Training in Anesthesiology. The Yale Journal of Biology and Medicine, 93(3), 423.

Elassy, N. (2015). The concepts of quality, quality assurance and quality enhancement. Quality Assurance in Education, 23(3), 250-261.

Finfgeld, D. L. (2016). Meta synthesis: The State of the Art—So Far. Qualitative Health Research, 13 (7), 340- 353.

Fleck, E., & Teckchandani, A. (2020), Adopting an Immersive Experiential Approach to Entrepreneurship Education: A Review of the Experiential Entrepreneurship Curriculum (available at http://www. teachingentrepreneurship.org/exec/). Academy of Management Learning & Education, 19(1), 120-122.

García-Perales, R., & Palomares-Ruiz, A. (2020), Education in programming and mathematical learning: Functionality of a programming language in educational processes. Sustainability, 12(23), 10129.

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105– 112. https://doi.org/ 10.1016/j.nedt.2003.10.001

Hadizadeh, M., Khosravibabadi, A., Assareh, A., & Norouzzadeh, R. (2020), Designing a competency-based curriculum in higher VET education (Case Study: University of Applied Sciences). Research in Curriculum Planning, 17(66), 1-21.

Hege, I., Tolks, D., Adler, M., & Härtl, A. (2020), Blended learning: ten tips on how to implement it into a curriculum in healthcare education. GMS Journal for Medical Education, 37(5).

Hua, L., & Di, Z. (2020), A general evaluation method of university curriculum summative text based on optimized BERT model. In 2020 International Conference on Information Science and Education (ICISE-IE) (pp. 64-69). IEEE.

Khan, R. A., Spruijt, A., Mahboob, U., Eraky, M. A., & van Merrienboer, J. J. (2021), Curriculum viability indicators: A Delphi study to determine standards and inhibitors of a curriculum. Evaluation & the Health Professions, 44(3), 210-219.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalist inquiry.

Little, C. A., & Paul, K. A. (2021), Professional development to support successful curriculum implementation. In Content–Based Curriculum for high-ability learners (pp. 461-483). Routledge.

Mohammadi, Reza, Fatehabadi, Jalil, Yadgarzadeh, Gholamreza, Mirzamohammadi, Mohammad Hassan and Parand, Korosh (2004). Quality evaluation in higher education (concepts, principles, methods and criteria). Tehran: Publishing Center of the National Education Evaluation Organization.

Morais, A., Simão, M., Cossa, M., Come, J., Selemane, C., et al, (2021), Designing a national curriculum to advance surgical oncology in Mozambique: a Delphi Consensus Study. Journal of Surgical Education, 78(1), 140-147.

Mpungose, C. B. (2020), Is Moodle a platform to decolonise the university curriculum? Lecturers’ reflections. Africa Education Review, 17(1), 100-115.

Newcomb, A. B., Appelbaum, R. D., Kapadia, M., Dumas, R., Dort, J., et al, (2022), Implementation of a skills-based virtual communication curriculum for medical students interested in surgery. Global Surgical Education-Journal of the Association for Surgical Education, 1(1), 1-10.

Orte, C., Coone, A., Amer, J., Gomila, M. A., & Pascual, B. (2020), Evidence-based practice and training needs in drug prevention: The interest and viability of the European prevention curriculum in prevention training in Spain. Adiktologie, 20(1-2), 37-46.

Owan, V. J., Emanghe, E. E., Denwigwe, C. P., Etudor-Eyo, E., Usoro, A. A., et al,(2022), Curriculum management and graduate programmes’ viability: The mediation of institutional effectiveness using PLS-SEM approach.

Patrick, H. O., Abiolu, R. T., & Abiolu, O. A. (2021), Reflections on COVID-19 and the viability of curriculum adjustment and delivery options in the South African educational space. Transformation in Higher Education, 6, 101.

Phatak, U. P., Scherer, C., Du, N., & Friedlander, J. A. (2022), Pediatric Web-based Video Capsule Endoscopy Curriculum: A Pilot Study to Determine the Ability to Implement a Standardized Educational Curriculum. JPGN Reports, 3(1), e130.

Polit, D. F., & Beck, C. T. (2017). Nusring research, generating and assessing evidence for nursing practice. Wolters Kluwer

Rapanta, C. (2021), Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education, 105, 103404.

Rashidi, Z. (2021), Designing and explaining the pattern of a global citizen curriculum in Iranian higher education; interdisciplinary approach. Research in Curriculum Planning, 17(67), 52-71.

Shafii Sarvestani, M; Mohammadi, M; Jahani, I. (2022), The effectiveness of the experienced curriculum in the development of cultural competence of Shiraz University of Medical Sciences students. Journal of Education Strategies in Medical Sciences. Journal of Education Strategies in Medical Sciences. 14(6). pp. 404-395.

Silberman, A. P., Rozenfeld, R. A., & Kessler, D. O. (2022), Core Components of a Pediatric Critical Care Transport Communication Curriculum: A Modified Delphi Approach. Air Medical Journal, 41(2), 217-221.

Thomas, P., Kern, D., Hughes, M., & Chen, B. (2016), Curriculum development for medical education: A six-step approach. Johns Hopkins University Press.

Xu, L. (2022), Curriculum Leadership in the New Century: Present Situation and Enlightenment. Research and Advances in Education, 1(1), 35-39.

Yu, K. C., Wu, P. H., Lin, K. Y., Fan, S. C., Tzeng, S. Y., et al. (2021), Behavioral intentions of technology teachers to implement an engineering-focused curriculum. International Journal of STEM Education, 8(1), 1-20.

Yu, X., Stahr, M., Chen, H., & Yan, R. (2021), Design and Implementation of Curriculum System Based on Knowledge Graph. In 2021 IEEE International Conference on Consumer Electronics and Computer Engineering (ICCECE) (pp. 767-770). IEEE.