Curriculum change in higher education involves a broad range of behaviors between (1) accepting or allowing what happens or what others do without active response or resistance to (2) creating or controlling actively a situation rather than just reacting to it after the change has started; actions of academics lies at the various points along “the continuum between passivity and pro-activity”(Louvel, 2013, p. 669). THIS QUESTION SEEKS TO IDENTIFY AT WHAT POINT YOUR ACTIONS ARE IN THE CONTINUUM, YOUR BEHAVIORS, AND YOUR STRATEGY TO THE CURRICULUM CHANGE.
Reference: Louvel, S. (2013). Understanding change in higher education as bricolage: how academics engage in curriculum change. Higher Education, 66(6), 669-691.
I know, academics in India in universities have not done well in the area of curriculum change. In many departments, the old syllabus goes on for more than two decades. Teachers do not want to update themselves as that would involve more work on their part. Fortunately, my institute is outside the university system, and we have our own autonomy.
I partly change my course contents almost every year at least in case of one of the three subjects that I teach, by adding and subtracting new readings and cases. In case of labour law, the syllabi can not be changed unless a law is repealed or replaced or amended, which does not happen too often.
I was able to guide changes in our MBA curriculum since my first year acting as Director of the program. Based on previous experience and being in direct contact with the job market, I redesigned the curriculum in consultation with my faculty to meet current technical. interpersonal, conceptual and problem solving skills requirements. I have the advantage that the university is a new comer to Higher Education and the executive council provided full support. The idea is to promise quality of education and meeting the promise acted as a stimulus to our pro-active stance in the process.
Dear Francisco
Let me add this. Changing the curriculum was first stimulated with our intention to meet market requirements, however, later on we planned for accreditation which made things more strategic in nature. That is, we moved to meet international standards of quality education which motivated our continuous editing of our curricula to introduce what is new and at the same time offer quality education as a competitive advantage.
Last year it was proposed to evolve a Curriculum for a NEW programme for the EXECUTIVES at Universiti Malaysia Kelantan...
Data Organizational Capabilities for Agricultural Higher Learning
I know, academics in India in universities have not done well in the area of curriculum change. In many departments, the old syllabus goes on for more than two decades. Teachers do not want to update themselves as that would involve more work on their part. Fortunately, my institute is outside the university system, and we have our own autonomy.
I partly change my course contents almost every year at least in case of one of the three subjects that I teach, by adding and subtracting new readings and cases. In case of labour law, the syllabi can not be changed unless a law is repealed or replaced or amended, which does not happen too often.
In my opinion good lecturer should check and adjust it (if necessary) just before new academic year. Of course further changes within academic year are possible (e.g. due to development of novel technologies), buy they are usually not fundamental.
Dynamism is our style to always offer our students what best fits their current job market needs.
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