The Relationship and Factors Affecting Perceptions and Applications of the Deliberative and Dynamic Curriculum Renewal Model

Autor/in	Alghamdi, Abdulmajeed
Titel	The Relationship and Factors Affecting Perceptions and Applications of the Deliberative and Dynamic Curriculum Renewal Model
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2195747 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alghamdi, Abdulmajeed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2195747
Schlagwörter	Curriculum Development; Educational Change; Likert Scales; Outcomes of Education; Teacher Attitudes; College Faculty; Schools of Education; Institutional Characteristics; Universities; Accreditation (Institutions); Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Likert-Skala; Lernleistung; Schulerfolg; Lehrerverhalten; Fakultät; Erziehungswissenschaftliche Fakultät; University; Universität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Saudi-Arabien
Abstract	This study examines academic staff's perceptions and applications of the deliberative and dynamic curriculum renewal model (DDCRM) in terms of developing curriculum renewal strategies, identifying graduate attributes, mapping learning pathways, auditing learning outcomes, developing and updating curricula and implementing programmes. The study was conducted at 21 faculties of education of the public universities across Saudi Arabia. The data included a total of 218 academic staff responded to a 5-point Likert scale and multiple-choice questions. A descriptive analysis, t-test, analysis of variance (ANOVA) and Scheffe test were used to analyse the data. The results indicate inconsistencies between academic staff perceptions and the application of DDCRM. The factors, both university-and system-related, included a lack of graduate attributes in the current accreditation requirements, heavy focus on short-termism in higher education and a lack of competencies seem to account for this inconsistency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01