Changes in higher education teachers’ perceptions of curriculum
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 21 January 2019
Issue publication date: 25 January 2019
Abstract
Purpose
The purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design.
Design/methodology/approach
This case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed.
Findings
The findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived.
Research limitations/implications
The paper adds to the growing literature on induction programs and their relation to curriculum perceptions.
Practical implications
The paper provides examples of the changes in participants’ perceptions of curriculum and accentuates, what is neglected in the construction of curriculum.
Originality/value
The paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.
Keywords
Acknowledgements
The researchers would like to express our great appreciation to the three reviewers for their valuable and constructive feedbacks on the first draft of the paper. The authors would also like to thank the participants and the presenters of the training program for their voluntary engagement and unconditional support for this research project.
Citation
Nguyen, T.V.S. and Laws, K. (2019), "Changes in higher education teachers’ perceptions of curriculum", Journal of Applied Research in Higher Education, Vol. 11 No. 1, pp. 76-89. https://doi.org/10.1108/JARHE-06-2018-0097
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited