Creating a Responsive Curriculum for Postgraduates: Lessons from a Case in Ghana

Autor/inn/en	Ameyaw, Joana; Turnhout, Esther; Arts, Bas; Wals, Arjen
Titel	Creating a Responsive Curriculum for Postgraduates: Lessons from a Case in Ghana
Quelle	In: Journal of Further and Higher Education, 43 (2019) 4, S.573-588 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1386285
Schlagwörter	Graduate Students; Action Research; Participatory Research; Curriculum Development; Role; Educational Needs; Student Needs; Foreign Countries; Masters Programs; Natural Resources; Environment; Governance; College Faculty; Teaching Methods; Team Teaching; Formative Evaluation; Ghana + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Projektforschung; Forschungstätigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rollen; Educational need; Bildungsbedarf; Ausland; Magister course; Magisterstudiengang; Natural Ressource; Natürliche Ressource; Umwelt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching
Abstract	A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01