Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers

Autor/inn/en	Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.
Titel	Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers
Quelle	In: Curriculum Journal, 26 (2015) 3, S.425-451 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1040041
Schlagwörter	Curriculum Development; Technical Education; Vocational Education; Community Colleges; Professional Development; Middle Management; Program Effectiveness; Case Studies; Design; Administrator Attitudes; Educational Administration; Administrator Role; Work Environment; Persistence; Foreign Countries; Questionnaires; Documentation; Content Analysis; Likert Scales; Semi Structured Interviews; Relevance (Education); Yemen + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Technikunterricht; Ausbildung; Berufsbildung; Community college; Community College; Mittlere Führungskraft; Case study; Fallstudie; Case Study; Bildungsverwaltung; Schuladministration; Schulverwaltung; Arbeitsmilieu; Ausdauer; Ausland; Fragebogen; Dokumentation; Inhaltsanalyse; Likert-Skala; Relevance; Relevanz; Jemen
Abstract	Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a focus, for 13 middle managers of a technical vocational community college in a developing country. The findings indicate that the middle managers appreciated the relevance of the PDA for curriculum development at the community college and gained substantial learning about systematic curriculum development. However, the middle managers' post-PDA curriculum development improvement efforts were minimal and characterised by individual initiatives, due to a lack of senior management support, unfavourable work conditions, and a high rate of middle manager attrition. The conclusion drawn is that for "trained" middle managers to lead systematic curriculum development practices, contextual and organisational barriers germane to technical vocational education in developing contexts need to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01