Study Guide

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

Fully online.
The course runs from October - December 2024.
Intensive week 19 - 23 August 2024.
Eight weeks online.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing the course. As with all courses, you can apply for accreditation of prior learning through the system.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

The intensive week is August 14 - 18 2023, The online course is for 8 weeks from the 23 October - 17 December 2023.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing the course.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The work is not of the required standard for a MBA degree (EQF Level 7)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
change over time, taking account of the context and stakeholders.
The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

The intensive week is August 15 - 19 2022, The online course is for 8 weeks from the 24 October - 18 December 2022.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online. This may be changed to fully online in view of COVID-19.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 133 hours of student work.

Completion alternatives

There are no alternative ways of completing the course.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The work is not of the required standard for a MBA degree (EQF Level 7)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
change over time, taking account of the context and stakeholders.
The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.