Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

Autor/inn/en	Meyer, M. H.; Bushney, M. J.
Titel	Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development
Quelle	In: South African Journal of Higher Education, 22 (2008) 6, S.1229-1240 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Curriculum Development; Higher Education; Management Systems; Stakeholders; Partnerships in Education; Instructional Systems; Instructional Development; Schematic Studies; Sequential Approach; Foreign Countries; Excellence in Education; Educational Quality; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Unterrichtsorganisation; Teaching improvement; Unterrichtsentwicklung; Schematheorie; Schrittfolge; Ausland; Lernerfolg; Quality of education; Bildungsqualität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government, local and international universities, research institutions, SAQA structures and consultants. The model is further based on significant NQF and OBE alignment of all learning programmes within a multiple stakeholder framework, thereby ensuring that the need of all stakeholders are firmly embedded in curriculum development. Additionally, the principles of learner empowerment, employability, transparency and world-class quality form the foundation of this strategic-driven model for curriculum development. Six phases are postulated with stakeholder engagement during all phases. Three broad areas of quality planning, quality management system implementation and quality review are followed throughout the process. The result is the achievement of excellence in higher education. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10