Article Review

Summary

The article, “An integrative approach to curriculum development in higher education in the USA: A theoretical framework,” written by Mohammad Ayub Khan and Laurie Smith Law suggests an effective learner-centered curriculum development that encompasses crucial external aspects in order to enhance learning outcome in the institutions of higher learning, in this case, the U.S. based universities. The authors used exploratory analysis method in order to find out an integrative model to the development of curriculum in the perspective of the USA. Of noteworthy is that the findings are not only limited to the use in the United States of America, but it can also be applied elsewhere globally. The theoretical approach suggested in the study is applicable in defining curriculum processes management by all stakeholders in the realm of education.

While noting that the institutional participative and proactive leadership style is essential, the created curriculum is modeled in five main stages. Arranged in order, the process and system of the curriculum development include environmental scanning; graduate competencies; curriculum development; pedagogical strategies; and implementation, evaluation, and feedback (Khan & Law, 2015). So, in developing this type of framework, other factors, such as society, the industry, the educational institutions, and the government are considered. Moreover, this model insists that the educational life cycle of a student is unidirectional, and not cyclic. Arranged in order, the education life direction starts at primary, then secondary, then preparatory, and lastly professional. Markedly, it affected by demographic, as well as psychographic factors. Significantly, in designing this curriculum model, linking the past, present, and future of the student makes the curriculum more learner-centered, fascinating, and innovative.

Response

I find this article more interesting and extensive in that it presents an integrative approach that can enhance learning outcome in the institutions of higher learning. In specific, the article postulates a proactive and participative institutional leadership style which is essential in making the curriculum more student-centered. For instance, in the case of an electrical and electrical engineering student, this curriculum would be beneficial to him or her in that it fuses the needs of the industry, pedagogical requirements, and the competencies of a person in order to develop professionalism. In brief, the students are well-prepared to handle adult-linked distractions more appropriately (Ornstein, & Hunkins, 2017). So, I find this research results logical and feasible.

Curriculum Applications

The model described in the article is mostly applicable to the institutions of higher learning. Noting that the universities often prepare the students so that they can fit well in the job market, the result of this advanced curriculum prepares them well to get ready for employment because it is an integrative approach. This case is realistic amidst the factors so far considered in the model, such as demographics, and psychographics. So, it means that the outcome is effective at enhancing the competencies of the learners. On the whole, the created curriculum approach is not only applicable in the U.S. based institutions of higher learning but can be applied in other universities in the world.

Conclusion

Conclusively, the research recommends a more feasible and effective curriculum model which can be used in high learning educational systems in order to enhance the fruits of education. Postulated in stages, the model proposes five main stages arranged accordingly: environmental scanning, graduate competencies, curriculum development, pedagogical strategies, and implementation/evaluation/feedback. So, this approach works is achievable in the realm of effective leadership, and when other factors present in the society, industry, government, and institution are taken into account. Markedly, the model treats the learning process unidirectional beginning at the primary entry point up to the professional level of exit. Therefore, it is not possible for a learner to revisit lower stages once he or she advances to a higher phase of studies.

References

Khan, M. A., & Law, L. S. (2015). An integrative approach to curriculum development in higher education in the USA: A theoretical framework. International Education Studies, 8(3), 66-76.

Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education.