A General Framework for Cultivating Innovations in Higher Education Curriculum

Autor/inn/en	Bajada, Christopher; Kandlbinder, Peter; Trayler, Rowan
Titel	A General Framework for Cultivating Innovations in Higher Education Curriculum
Quelle	In: Higher Education Research and Development, 38 (2019) 3, S.465-478 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bajada, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1572715
Schlagwörter	Educational Change; Accountability; Instructional Innovation; Teaching Methods; Program Evaluation; Guidelines; Learning Processes; College Graduates; Outcomes of Education; Higher Education; College Curriculum; College Faculty; Foreign Countries; Case Studies; Physics; Science Instruction; Engineering Education; Communities of Practice; Business Administration Education; Leadership Styles; Health Personnel; Communication Skills; Academic Persistence; Program Administration; Curriculum Design; Accreditation (Institutions); Stakeholders; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Verantwortung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Richtlinien; Learning process; Lernprozess; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Ausland; Case study; Fallstudie; Case Study; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Community; Führungsstil; Medizinisches Personal; Kommunikationsstil; Lehrplangestaltung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Australien
Abstract	Systematic changes to higher education curriculum typically occur within the extended timeframes of formal curriculum review processes. Programmes need to be reviewed periodically for internal and external accountability or to determine whether the curriculum has lost its coherence due to the accumulative effect of continual small-scale changes. These programme reviews often lend themselves to the introduction of innovations in teaching and learning however experiences suggest that these innovations are often short-lived. Even with well-thought-through project plans, adequate funding and staffing, and robust project evaluations, a curriculum innovation may fail to take hold and continue beyond the short-term. In this article we work towards developing a general framework that identifies the various factors and drivers that are essential to sustain important curriculum innovation beyond the short-term. The framework is developed from an analysis of several curriculum innovations related to the embedding of graduate attributes to highlight the important factors necessary to ensure longevity in important developments in teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01