I know for sure that international students can help to make the programme content and teaching strategies more balanced in the host country for the particular programme. A lot of times, the host country faculty are not always familiar with these students' geographical and cultural backgrounds, so they can help to make the curriculum more meaningful for them, especially because of the high cost of international programs. Here are few articles I have published in this regards that help to shed more light on the question:

Data Generation I: International and invisible in a workforce edu...

Article Workforce Education and Development (WED): Graduate Students...

Data Curriculum Inclusiveness Challenge: Responding to Multicultu...

Best regards,

Debra

Thanks a lot Dr. Ferdinand.

Your valuable work in curriculum and its dynamics with WED is undoubtedly remarkable. It helped me to get an idea about the area of my inquiry.

Thanks a lot.

Stakeholders should be included in curriculum designing.

Dear Faraz,

in my experience one important contribution from students comes from their feedback on the PBL experience - see for example this article:

Scholkmann, A. (2017). “What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences? Education and Information Technologies. https://doi.org/10.1007/s10639-017-9629-7.

I have also had very good experiences with integrating students' views on PBL by applying more senior students as PBL--tutors for younger students, and discussing their observations and experiences with them.

I've not heard about procedures for students more actively contributing to the PBL-curriculum, for example through submission of PBL-cases. However, I would be thrilled to read about such examples, if there are any!

Kind regards,

Antonia

Beyond conducting a comprehensive needs assessment with your target audience of learners' to assess their gaps in knowledge, skills, competence, confidence and performance as well as learning styles and preferences, educational format preferences and topics of interest, I believe it is imperative to engage a sample population of learners in the design phase of the project. I also have found great success when using the ADDIE model or integrating continuous assessment process enables our team to be more agile and responsive to the learners needs; allowing us to adjust curriculum along the way. You'll also want to make sure you have a heterogenous group of learners so that you build your educational program to meet the great common denominator of learners' needs. If you have an eLearning solutions, bring stakeholders in who are technologically challenged so you can incorporate (or anticipate barriers to engagement). This will help you mitigate risk and optimize the learners' experiences. Also, if this is done at a system-level, those "nay sayers" or "more technologically-challenged" participants can become your biggest champions. - Sherlyn B. Celone, Founder and CEO of Integrated Learning Partners (www.integratedlearningpartners.com)

Thanks to All for the 'Worthy inputs' and 'Relevant Suggestion'

@ Dr. Scholkmann

@ Ms Celone

Dr. Scholkmann, I totally agree with you that student's contribution in a PBL curriculum mainly come from their feedback about the process and the content; It can be further viewed as 'Student course evaluation'. I also believed as suggested by Ms Celone, that it is important to engage a cohort of student/graduate in the design phase of the curriculum. We always have to be on the receiving end of learner's need. The needs can further be accommodated in the curriculum development.

Student diversity and feedback from course evaluation have influential role in making curriculum content internationally responsive to learner's need.

A relevant framework can further emphasize student role as stakeholders in the curriculum.

It depends on for which organisation is the curriculum being planned; a university is not as open to this as much as an entrepreneurial organisation. And the level of the maturity of the students; postgrad tend to be more mature than undergrads would also be a deciding factor.

However PBL by its very nature involces student participation, not a curriculum planning level, but at a study unit/module planning by leaving the students the option to choose the problem themselves. I did it with undergrad but helping the groups naturally, though done groups found it harder than others.

I think a more relevant question would be how to assess PBL students. I think I found a possible solution, though it needs research I think.

When you design any curriculum, you should consult with as many of your stakeholders as possible, and students are no exception. With respecty o a PBL program, you can either consult them during the design, or during the training itself. If the topic is conducive to do so, we will ask the students to come up with a problem to solve. They tend to bring forward more realistic, and sometimes more complex problems, than we would have provided.

Students also are far more engaged when they participate in selecting the problem to be solved. As the instructor, you can always 'guide' them towards the problems they need to solve. In fact, that is a big part of the role of the PBL instructor.

I believe that if administrators, coordinators, and teachers are capable of designing curricula and leading problem-based learning, they will probably become a good model to students.

Students, when given great control over problem-based learning projects, will in turn become stakeholders themselves. They will be capable of criticizing projects constructively and thus contributing to curriculum design in later stages.