Volume 6, Issue 2 (June 2024)
IEEPJ 2024, 6(2): 269-290 |
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Bavakhani A. (2024). Representation of the Curriculum Review Components of Farhangian University: Emerging from a Case Study. IEEPJ. 6(2), 269-290.
URL: http://ieepj.hormozgan.ac.ir/article-1-787-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-787-en.html
PhD in Curriculum Planning, Lecturer in the Department of Educational Sciences, Farhangian University, Kermanshah, Iran , a.bavakhani@gmail.com
Abstract: (1042 Views)
Objective: The notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. The burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. Consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. Thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by Farhangian University, highlighting their shared characteristics as identified through research conducted in Iran, Turkey, and Australia.
Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance).
Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook.
Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics.
Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance).
Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook.
Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/03/6 | Accepted: 2023/09/29 | Published: 2024/06/1
Received: 2023/03/6 | Accepted: 2023/09/29 | Published: 2024/06/1
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