فصلنامه پژوهش و برنامه ریزی در آموزش عالی

طراحی و تدوین برنامه‌های درسی در دانشگاه های منتخب: استخراج معیارهای طراحی الگوی مطلوب برنامه درسی دانشگاهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 موسسه پژوهش و برنامه ریزی آموزش عالی

2 استادیار، گروه علوم تربیتی و مشاوره، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

10.52547/irphe.28.3.143

چکیده

تأثیر تغییرات سریع علم و فناوری در جهان به ایجاد تحولات در همه عرصه­ های زندگی منجر شده است. آموزش عالی نیز از این تأثیر و تأثرها به دور نبوده، به ­گونه ­ای که تغییرات تکنولوژیکی در دهۀ اخیر بر پیکره آموزش عالی به­ویژه برنامه ­های درسی تأثیرات شگرفی داشته است؛ برنامه­ های درسی از یک سو ایجاد کننده تغییرند و از سوی دیگر، در تقابل با تغییر عمل ‌می­ کنند. از این ­رو، برای توسعه برنامه های درسی دانشگاهی به­ مثابه مولد تغییرات مثبت، بهره ­گیری از تجارب بین فرهنگی و تجمیع دستاوردهای دانشگاه ­های پیشرو به­ عنوان سنگ بنایی برای تدوین چارچوبی جامع و کاربردی در این زمینه بسیار کارآمد خواهد بود. مطالعه حاضر با هدف بررسی وضعیت طراحی و تدوین برنامه‌های درسی در دانشگاه­ های منتخب به­ منظور استخراج معیارهایی مشترک برای دستیابی به این مهم انجام شد. در این مطالعه از روش پژوهش اسنادی با کاربرد روش تحلیل محتوا بهره گرفته شد. اسناد پنج دانشگاه در قالب هدف، اصول، نتایج یادگیری، محتوا، ارزشیابی، فرایند برنامه ­ریزی و راهبردهای یاددهی-یادگیری بررسی شد. درنهایت، بر اساس معیارها و زیرمعیارها در هر یک از مقوله ­های یادشده، چارچوبی برای طراحی و تدوین برنامه درسی دانشگاهی در آموزش عالی ایران تدوین و به دانشگاه ­های کشور ارسال شد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Curriculum Design and Development in Selected Universities: criteria extraction for designing an optimal university curriculum model

نویسندگان [English]

  • Maryam Hosseini Largani 1
  • Hossein Charbashlou 2

1

2 Assistant professor, Department of Education, Islamic Azad University, Science and Research Branch, Tehran , Iran

چکیده [English]

The impact of science and technology’s swift changes globally has led to upheavals in all areas of life. Higher education has not been exempted from these changes and consequences, so that technological changes in the last decade have had a great impact on the body of higher education, especially in curricula, as the heart of the higher education system. Curricula, on the one hand, drive change and, on the other, act against change. Therefore, to develop academic curricula as a generator of constructive change, using intercultural experiences and consolidating the achievements of leading universities will be very effective as a cornerstone to develop a comprehensive and practical framework in this field. Accordingly, the current study was conducted to investigate the design and development of curricula in selected universities in order to extract common criteria for achieving this imperative goal. Consequently, in this study, documentary research method was used by using content analysis technique. The documents of five universities were reviewed in terms of purpose, principles, learning outcomes, content, evaluation, planning process and teaching-learning strategies. In conclusion, based on the criteria and sub-criteria in each of the mentioned categories, a framework for designing and developing a curriculum in Iran’s higher education was developed and sent to the universities.

کلیدواژه‌ها [English]

  • Higher Education
  • Curriculum
  • Designing and Developing
  • Selected Universities
  1. Abdi Hamid,J., Ibrahim Nili, M.R., & Rajaipour, S. (2017). Explaining the curriculum in order to realize the perspectives and missions of higher education in Iran on the horizon of 1404. Quarterly Journal of Higher Education Curriculum Studies, 8(16), 59-88 [in Persian].
  2. Afzalnia, M., & Ashkooh, V. (2010). Investigating the status of formal and informal education and lifelong learning in the age of information instability. Iranian Journal of Engineering Education, 12 (45), 57-68 [in Persian].
  3. Ajam, A.A., Jafari, T.H., & Akbari, B. (2017). Designing a combined curriculum model for the higher education system based on the Acker model. Curriculum Planning Research, 14 (2, 26, 53), 1-16 [in Persian].
  4. Akker, van den. Jan (2003). Curriculum perspectives: An introduction. In: Curriculum landscape and trends. Edited by van den Akker, W. Kuiper & U. Hameyer (Eds.), Dordrecht: Kluwer Academic Publishers.
  5. Allen, L.A. (2010). Curriculum change. In Kridel, C. (Ed.). (2010). Encyclopedia of curriculum studies (Vol. 1). Sage. ‏
  6. Amin Khandaghi, M., & Goodarzi, M. (2011). Designing a regional curriculum planning system for education in the Islamic Republic of Iran. Curriculum Studies, 6(23), 109-76 [in Persian].
  7. Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education.
  8. Bell, M.E. & Lefoe, G. (1998). Curriculum design for flexible delivery: Massaging the mode l. Flexibility: The next wave? Proceedings of the 15th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education.
  9. Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. ‏
  10. Cai, J., Youngblood, V.T., Khodyreva, E.A., & Khuziakhmetov, A.N. (2017). Higher education curricula designing on the basis of the regional labour market demands. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 2805-2819. ‏
  11. Christensen, C.M. & Eyring, H.J. (2011). The innovative university: Changing the DNA of higher education from the inside out. US: Jossey-Bass, A wiley Imprint.
  12. Dezure, D. (2002). Curriculum, higher e In: Encyclopedia of Education. edited by James W. Guthrie, New York: MacMillan.
  13. Fadeeva, Z., & Mochizuki, Y. (2010). Universities as important actors for shaping the future of the world society in terms of sustainable development-by addressing sustainability through their major functions of education, research and outreach,
  14. Fayez, A., & Shahabi, A. (2010). Evaluation and prioritization of barriers to university and industry relationships. Journal of Leadership and Educational Management, Islamic Azad University, Garmsar Branch, 4, 124-97 [in Persian].
  15. Fraser, S.P., & Bosanquet, A.M. (2006). The curriculum? That’s just a unit outline, isn’t it?. Studies in Higher Education, 31(03), 269-284.
  16. Guadarrama Olivera, L. (2013). Curriculum and learning design for competencies/outcomes based education: A Systemic View. ‏
  17. Hedayati, A., Maleki, H., Sadeghi, A., & Saadipour, I. (2016). Designing and validating a competency-based curriculum model for the master's degree program in the curriculum. Journal of Qualitative Research in the Curriculum, 1 (4), 27-61 [in Persian].
  18. Hejazi, S.Y., & Rezaei, M. (2015). Students 'and graduates' views on agricultural curricula. Agricultural Management Research Quarterly, 33, 28-46 [in Persian].
  19. Hewton, E. (1979). A strategy for promoting curriculum development in universities. Studies in Higher Education, 4(1), 67-75. ‏
  20. Hicks, J.R. (2017). From ‘Value and Capital’. In Bond Duration and Immunization (pp. 57-61). Routledge.
  21. Hicks, (2007, July). Curriculum in higher education in Australia–Hello. In Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference [CD-ROM] (Vol. 8, No. 11).
  22. Hosseini Largani, S.M (2017). Dimensions of academic burnout and identifying the factors affecting it among students of universities affiliated to the Ministry of Science, Research and Technology and providing appropriate solutions to address it. Higher Education Research and Planning Institute [in Persian].
  23. Hosseini Largani, S.M., Barani Ali Akbari, S.Y., & Yadegarzadeh, G. (2019). Designing a system for compiling and developing university curricula. Tehran: Higher Education Research and Planning Institute [in Persian].
  24. Hosseini, N., & Khademi, M. (2015). Curriculum framework based on the development of information literacy in primary school. Journal of Educational Research, 10 (42), 75-98 [in Persian].
  25. Hussain, A., Dogar, A.H., Azeem, M., & Shakoor, A. (2011). Evaluation of curriculum development process. International Journal of Humanities and Social Science, 1(14), 263-271.‏
  26. Jafari Harandi, R., Mirshah Jafari, S.I., & Liaqtdar, M. (2009). A comparative study of science education curriculum in Iran and several countries of the world. New Educational Thoughts, 5(2), 145-193 [in Persian].
  27. Karimi, S., Nasr, A.R., & Sharif, M. (2013). Requirements and challenges of higher education curriculum with learning society approach. Bi-Quarterly Journal of Higher Education Curriculum Studies, 4 (8), 89-126 [in Persian].
  28. Khaleghi Nazad, S.A., Maleki, H., & Salmani, B. (2014). A reflection on the position of needs assessment in the higher education curriculum. The First National Conference on Quality Assessment in University Systems, Tehran: Sharif University of Technology, May 2014 [in Persian].
  29. Khan, M.A., & Law, L.S. (2015). An integrative approach to curriculum development in higher education in the USA: A theoretical f International Education Studies, 8(3), 66-76.‏
  30. Kharashadizadeh, F., & Karimi Monaghi, H. (2017). A comparative comparison of how to implement a systematic strategy in the undergraduate nursing curriculum of the United States, Canada and Australia and provide suggested solutions in the Iranian nursing curriculum. Journal of Yazd Center for the Study and Development of Medical Education, 12 (1 and 2), 2-12 [in Persian].
  31. Khosravi, M., Fathi Vajargah, C, Maleki, H., & Norouzi, D. (2013). Analysis of the acceptance of curriculum innovations in the higher education system (Case study: Curriculum review regulations of Iranian universities). Quarterly Journal of Educational Psychology, 27 (9), 135-166 [in Persian].
  32. Kimball, B.A. (1986). Orators & philosophers: A history of the idea of liberal education. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027. ‏
  33. Koenen, A.K., Dochy, F., & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50, 1-12.
  34. Lattuca, L.R. (2007). Curricula in international perspective. In International handbook of higher education(pp. 39-64). Springer, Dordrecht.
  35. Lattuca, L.R., & Stark, J.S. (2009). Learners. Shaping the College Curriculum, 145-181.
  36. Lawton, D. (1983). Curriculum studies and educational planning. London: Hodder and Stoughton.
  37. Levine, A. (1978). Handbook on undergraduate curriculum. ‏
  38. Lunenburg,C. (2011). Key components of a curriculum plan: Objectives, content, and learning experiences. Schooling, 2(1), 1-4.
  39. Mehr Mohammadi, M. (2007). An analysis of the policy of reducing the focus on curriculum planning in Iranian higher education: Necessities and opportunities. Higher Education in Iran, 1 (3), 18-1 [in Persian].
  40. Millear, P.M., Greenaway, R., & Schmidt, J. (2017). Using curriculum design principles to renew teaching and learning in developmental p In Refereed papers from the 40th HERDSA Annual International Conference (pp. 250-260). Higher Education Research and Development Society of Australasia (HERDSA).‏
  41. Mirzabeigi, A. (2001). Planning and lesson plans in formal education and training of human resources. Tehran: Yastroon Publishing [in Persian].
  42. Mohammadi, M., Marzooqi, R., Turkzadeh, J., Salimi, Q., & Haddadnia, S. (2016). Higher education curriculum based on lifelong learning approach-qualitative approach. Quarterly Journal of Higher Education Curriculum Studies, 7 (13), 37-77 [in Persian].
  43. Momeni Mahmoui, H., Shariatmadari, A., & Naderi, E. (2008). Competency-based curriculum in higher education; Educational Research Journal of Islamic Azad University, Bojnourd Branch, 5, (17), 1-28 [in Persian].
  44. Mortazavi, S. (2004). University/industry relationship: Inevitable necessity. Educational Studies and Psychology, 5(1), 118-95 [in Persian].
  45. Oliva, P.F., & Gordon, W.R. (2012). Developing the curriculum. Pearson Higher Ed.
  46. O'Neill, G. (2015). Curriculum design in higher education: Theory to practice.
  47. Portley, J. (1987). Curriculum definition. Translated by Khoynejad, Gholamreza (2004), in the curriculum: Perspectives, Approaches and Perspectives, edited by Mahmoud Mehr Mohammadi, Mashhad: Astan Quds Razavi Publications [in Persian].
  48. Rahmanpour, M., & Mirshah Jafari, S. (2016). The harms of religious education and providing appropriate solutions from the perspective of experts with a curriculum planning approach. Research in Islamic Education Issues, 24(32), 52-31 [in Persian].
  49. Roberts, P. (2015). Higher education curriculum orientations and the implications for institutional curriculum change. Teaching in Higher Education, 20(5), 542-555.
  50. Sand, O., Davis, D., Lammel, R., & Stone, T. (1960). Components of the curriculum. Review of Educational Research, 30(3), 226-245.
  51. Saunders, B., Sim, J., Kingstone, T., Baker, SH., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2017). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality & Quantity, Springer, 1-15, Netherlands.
  52. Schilling, J. (2006). On the pragmatics of qualitative assessment: Designing the process for content a European Journal of Psychological Assessment, 22 (1), 28-37.
  53. Seel, N.M., & Dijkstra, S. (Eds.). (2004). Curriculum, plans, and processes in instructional design: International perspectives. Routledge.
  54. Shafiee, M., Rahman Poori, M., & Bahadori, M. (2012). Investigating barriers and strategies for the relationship between industry and the university (Case study: Greater Tehran power distribution company). Quarterly Journal of Innovation and Value Creation, 1(14), 14-1[in Persian].
  55. Shahrinaz, I. (2016). A multi-agent model to mitigate knowledge loss in continuous academic quality improvement e Journal of Computing Technologies and Creative Content (JTeC), 1(1), 19-22. ‏
  56. Singh, S.K. (2008). Role of leadership in knowledge management: A Journal of Knowledge Management, 12(4), 3-15.
  57. Smith, S.R. (2005). Toward an integrated medical curriculum. Rhode Island Medical Journal, 88(8), 258.
  58. Strungă, A., Bunăiasu, C., & Stefan, M. (2013). Curriculum preferences patterns of education sciences students from the university of c Procedia-Social and Behavioral Sciences, 78, 140-144. ‏
  59. Tabrizi, M. (2014). Qualitative content analysis from the perspective of deductive and inductive approaches. Social Science Quarterly, 64, 105-138 [in Persian].
  60. Thong, C.L., Yusmadi, Y.J., Rusli, A., & Nor Hayati, A. (2012). Applying capability maturity model to curriculum design: A case study at private institution of higher learning in Malaysia. In Proceedings of the World Congress on Engineering (Vol. 2).‏
  61. University College Dublin (2018). Curriculum review and enhancement process steering committee final r Ireland’s Global University.
  62. Veltri, N.F., Webb, H.W., Matveev, A.G., & Zapatero, E.G. (2011). Curriculum mapping as a tool for continuous improvement of is Journal of Information Systems Education, 22(1), 31.
  63. Veness, D. (2010). As simple as possible”: The bones of curriculum design. Curriculum, technology & transformation for an unknown future. Proceedings Ascilite Sydney, 1002-1006. ‏
  64. Wallace, D.K. (2000). Curriculum development in professional education, a design model for information studies (Doctoral dissertation), National Library of Canada= Bibliothèque nationale du Canada.‏
  65. Wolf, P. (2007). A model for facilitating curriculum development in higher education: A faculty‐driven, data‐informed, and educational developer–supported approach. New Directions for Teaching and Learning, 2007(112), 15-20. ‏
  66. Yadegarzadeh, G., Fathi, V.C., Mehr Mohammadi, M., & Arefi, M. (2014). Designing and compiling the duties and tasks of higher education curriculum specialists. Research in Educational Systems, 8 (26), 1-45 [in Persian].
  67. Yarmohammadian, M. (2012). Principles of curriculum planning. Tehran: Yadavare Book Publishing Institute [in Persian].
  68. Yazdi, S.V. (2013). Effective employment: A basic objective for curriculum design in higher International Journal of Academic Research in Progressive Education and Development, 2(4), 28-43.
  69. Zainuddin Meymand, Z., Naderi, E., Shariatmadari, A., & Seif, N. (2010). Presenting a curriculum development guide model based on examining the awareness of the faculty members of the Islamic Azad University, Kerman Branch, on the basic axis of curriculum planning. Quarterly Journal of Educational Leadership and Management, 4 (4), 99-128 [in Persian].
  70. Zeller, M.P., Sherbino, J., Whitman, L., Skeate, R., & Arnold, D.M. (2016). Design and implementation of a competency-based transfusion medicine training program in Canada. Transfusion Medicine Reviews, 30(1), 30-36.
  71. Zou, L.L. (2012). A meta-analysis framework and its application for exploring the driving causes to social v In D. Erasga (Ed.), Sociological landscape-theories, realities and trends (pp. 127-142). London: IntechOpen.
فصلنامه پژوهش و برنامه ریزی در آموزش عالی
دوره 28، شماره 3 - شماره پیاپی 105
آذر 1401
صفحه 143-172