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ERIC Number: EJ812697
Record Type: Journal
Publication Date: 2008
Pages: 27
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0951-354X
Using Student Feedback in Designing Student-Focused Curricula
McCuddy, Michael K.; Pinar, Musa; Gingerich, Elizabeth F. R.
International Journal of Educational Management, v22 n7 p611-637 2008
Purpose: The whole process of reviewing and redesigning curricula is an exercise in managing change. Given the multiple stakeholders in the educational enterprise, the many forces that impact upon those enterprises, and the organized and complicated activities in which those enterprises engage, the management of curricular change can be a daunting challenge. The purpose of this paper is to suggest that this challenge can be met by adapting and applying knowledge and techniques from the discipline of organizational development and change (ODC) and by including student feedback as an important source of diagnostic input in the change process. Design/methodology/approach: A process used in one American school of business for incorporating meaningful student input into the curriculum review and planning process is described. The paper reports on the use of a student survey and student focus group to generate feedback in two areas of the college's curricular concerns: the structure, operation, and impact of an introductory business course offered in the first year of the undergraduate experience; and second, the potential addition of majors, minors, and a course requirement in the business school's curriculum. The paper explains how the survey and focus group were used, summarizes the results provided by each diagnostic venue, and discusses how the diagnostic information is currently being used in the college's curricular design process. Findings: It was recognized that there are many drivers of curriculum development, most importantly the needs and desires of employers for educated people who have the skills and competencies that can help their organizations survive and succeed. Employers constitute the ultimate marketplace for the output of educational institutions. Originality/value: It is hoped that this example application of ODC techniques for diagnosing the need for curricular change will stimulate others to embrace ODC as they think about the broader issues of change in educational institutions, and in responding to needs for curricular change. (Contains 2 tables, 2 figures, and 9 notes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A