Curriculum Management and Graduate Programmes' Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach

Autor/inn/en	Owan, Valentine Joseph; Emanghe, Emmanuel E.; Denwigwe, Chiaka P.; Etudor-Eyo, Eno; Usoro, Abosede A.; Ebuara, Victor O.; Effiong, Charles; Ogar, Joseph O.; Bassey, Bassey A.
Titel	Curriculum Management and Graduate Programmes' Viability: The Mediation of Institutional Effectiveness Using PLS-SEM Approach
Quelle	In: Journal of Curriculum and Teaching, 11 (2022) 5, S.114-127 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Foreign Countries; Curriculum Development; Graduate Study; Curriculum Evaluation; Least Squares Statistics; Structural Equation Models; Organizational Effectiveness; Universities; Factor Analysis; Factor Structure; Educational Quality; Program Effectiveness; Educational Finance; Enrollment; Mentors; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Unternehmenserfolg; University; Universität; Faktorenanalyse; Faktorenstruktur; Quality of education; Bildungsqualität; Bildungsfonds; Einschulung
Abstract	This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and direct effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes' viability while mediating the nexus between curriculum management and graduate programmes' viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes' viability variance. The result of this study proved that graduate programmes' viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01