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ERIC Number: EJ1121699
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1065-0741
Integrated Systems Oriented Student-Centric Learning Environment: A Framework for Curriculum Development
Mayur, S. Desai
Campus-Wide Information Systems, v31 n1 p24-45 2013
Purpose: The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach: The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students' learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings: The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value: The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A