Methods of curriculum development

Self-Reflection Framework for PHE

The self-reflection framework consists of 12 criteria, each presented with accompanying questions, indicators and sub-criteria which can be used as building blocks for an internal quality assurance policy and/or self-assesment. Use the menus below to explore them.

Select a Criterion

Methods of curriculum development

Curricula are developed by academia in collaboration with stakeholders, in particular from the WoW, taking into account the future needs of the practice and context of employment.

Guidelines

Explanation of the Criterion

How and to which extent curricula are developed, reviewed and updated in a strategic collaboration with stakeholders, such as with the WoW, students and staff members, taking into consideration local and international contexts, trends and future needs. The focus should be placed on systemisation of the process of the work with relevant information and data on future needs and requirements, their translation into learning outcomes specification, design of the curricula (structure, content) and methods of teaching/learning, as well as assessment of students’ achievements and a balanced role of academics and stakeholders, especially representatives of the WoW, students and graduates. The way how curriculum development is informed by research in collaboration with the professions should be taken into account within this context either.

Questions

Suggested questions to be used in self-assessment of the institution

How does the legal framework of curriculum development (national regulations, institutional rules) affect the process of curriculum design and development?
How is the process of curriculum development organised within your institution? What are the key stages and milestones of such process?
How are the study programmes and their curricula assessed, reviewed and updated within your institution including review and update of stakeholders’ expectations?
How are the roles of various stakeholders balanced
- How are representatives of the WoW engaged in curriculum design, approval, assessment and review processes,
- What is the role of students in designing, assessing, reviewing and upgrading your curricula?
- What is the role of graduates in designing, assessing, reviewing and upgrading your curricula?
- What is the role of staff in designing, assessing, reviewing and upgrading your curricula?
How do you reflect and integrate the requirements and expectations of the WoW?
How do you reflect the aspects of development of professional skills?
How do you reflect the aspects of development of generic skills and competencies and general societal expectations of civic and personal developments of students?
How do you find out about the future trends which may influence your studies and how do you take them into account?
How information on your curriculum is made available/accessible to the wider public (prospective students, employers, parents etc.)
How do you know how well are you doing?
What are you proud of?

Indicators

Measurable indicators of quality which could be integrated within the institution

Data on graduates career, success and satisfaction (both public and self-prepared)
Employers’ satisfaction with graduates,
Employers’ satisfaction with students
Employers’ satisfaction with curricula
Students’ satisfaction with curricula, content and scope,
Students’ satisfaction with engagement into curricula development and review
Staff satisfaction with curricula, content and scope
Staff satisfaction with their engagement into curricula development and review
Recognition by external QA, partners and internal QA
Systemisation of curriculum development process, stages, milestones, competencies, roles, responsibilities including
- Data and documentation on involvement and feedback of representatives of the WoW in curriculum design, approval, assessment, review and updating processes
- Data and documentation on graduates’ feedback and involvement in curriculum design, approval, assessment, review and updating processes
- Data and documentation on students’ involvement in curriculum design, approval and upgrading processes
Frequency of review and update of curricula of various study programmes, scope of proposed updates, impact of proposed changes (reflection in stakeholders’ assessment, in success of students and/or graduates)
Quality and accessibility of public information on studies

Sub-Criteria

Measurable indicators of quality which could be integrated within the institution

Institution has defined structures and systemised processes for curricula development in a strategic collaboration with stakeholders, such as with the WoW, students and staff members, taking into consideration local and international contexts, and future trends.
Institution has methods for monitoring and detecting future requirements of stakeholders regarding curricula:
- Monitoring the requirements of the (a) WoW, (b) regions and (c) students for curricula
- Involving the WoW directly in the development of curricula
- Monitoring feedback of the (a) WoW, (b) regions and (c) students, (d) graduates as to outputs and effects of those curricula
- Monitor and integrate into curricula a broader view, trends and envisaged challenges
Curriculum development reflects research and new trends within the professions
Institution has structures (learning support units) for detecting and applying best collaborative (with the WoW) teaching methods

Good Practices

Self-Reflection Framework for PHE

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