Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum Development Project

Autor/inn/en	Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.
Titel	Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum Development Project
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 5, S.401-413 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1065775
Schlagwörter	Community Colleges; Higher Education; Curriculum Development; Department Heads; Developed Nations; Developing Nations; Case Studies; Curriculum Design; Foreign Countries; Cooperation; Semi Structured Interviews; Qualitative Research; Yemen + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Case study; Fallstudie; Case Study; Lehrplangestaltung; Ausland; Co-operation; Kooperation; Qualitative Forschung; Jemen
Abstract	College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to several factors--one of which is a lack of professional support to play this role. This case study investigated how four HoDs of a community college perceived and enacted curriculum leadership during a curriculum-development project after receiving relevant training and assistance. The findings showed that the HoDs valued the relevance and usefulness of the professional support received, which made them realize the significance of their role as curriculum leaders. The findings also indicate that the ways the HoDs enacted the curriculum-leadership tasks and the challenges they encountered varied based on several factors. The conclusion drawn is that the support HoDs need and the challenges they encounter in assuming active curriculum leadership suggest their need for three professional competencies and the need for supportive organizational structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01