Create curriculum which is inclusive of different learners and cultures Curriculum Planning and Management UNIT SPECIFICATION SHEET Qualification Title Master of Business Administration in Educational Leadership - 90
Create curriculum which is inclusive of different learners and cultures Curriculum Planning and Management UNIT SPECIFICATION SHEET
Qualification Title
Master of Business Administration in Educational Leadership - 90 ECTS
Unit Title
Curriculum Planning and Management
Unit Reference
KNIGHTS_L7_MBA_(EL)_E3_CPM
MQF Level
7
ECTS
6
Unit Brief Description
Curriculum design, development and assessment are fundamental to teaching and learning within a classroom. This module shall allow learners to understand the underlying theories and practices in effective curriculum planning and management including the design, theory and assessment of curriculum.
Competencies Gained
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a. Create curriculum which is inclusive of different learners and cultures
b. Monitor changes within the educational field of the curriculum produced to update the material accordingly
c. Manage curriculum planning and development in an effective manner
d. Carry out surveys with students to analyse the effectiveness of the curriculum and to facilitate monitoring, reviewing and updating of curriculum
e. Conduct effective curriculum mapping exercises
f. Monitor curriculum to keep in line with updated requirements of the industry
g. Be compliant with regulations set out both on national and international educational regulatory bodies and with national qualifications frameworks
Knowledge Attained
At the end of the module/unit the learner will have been exposed to the following:
a. What is Curriculum
Why is Curriculum Design Important Factors Influencing Curriculum i. National Goals of Education
ii. Subject Options Available
iii. Leaners
iv. Organisational Culture and Environment
Stages of Developing Curriculum i. Planning
ii. Content
iii. Implementation
iv. Evaluation
b. Models of Curriculum Development
Product Model (Result-Oriented) Process Model (Open-Minded) c. Understanding Learning Outcomes
Knowledge, Skills and Competences Programme-Level Outcomes Module Level Outcomes d. Curriculum Planning
Implementing Different Instructional Strategies Six Components of Effective Teaching i. Demonstrate knowledge of content
ii. Instruction Quality
iii. Teaching Climate
iv. Managing the Classroom
v. Values and Beliefs of Tutor
vi. Professional Behaviours
e. Curriculum Design
What is Curriculum Design Types of Curriculum Design i. Subject-Centred
ii. Learner-Centred
iii. Problem-Centred
f. Curriculum Mapping
What is Curriculum Mapping Mapping module learning outcomes to programme learning outcomes Aligning student assessment to outcomes Aligning teaching pedagogies with learning outcomes
Benefits of Curriculum Mapping g. Monitoring and Reviewing Curriculum
What is Curriculum Monitoring and Review The Need for Curriculum Reviews Benefits of Curriculum Reviews h. The National Qualifications Framework and regulatory bodies in Education.
Acquired Skills:
At the end of the module/unit the learner will have acquired the following skills:
a. Design and Develop modules which are appropriate and inclusive of all learners attending the course
b. Creating curriculum which is clear, understandable and has effective assessment methods
c. Apply effectively and precisely data collection to plan curriculum development and review
d. Exhibit awareness of required knowledge, skills and competences to design and implementing effective curriculum
e. Formulate and implement curriculum review plans
f. Assess all aspects of the curriculum implemented, as well as assessments to aim at having curriculum which is up to date with current practices within education
g. Analyse relevance of assessment methods assigned to curriculum
h. Communicate with learners in an effective manner allowing them to absorb as much as knowledge, skills and competences as possible
Assessment Method
This module will be assessed through the use of an assignment (100%)
Suggested Readings
Core Reading List
Bush, T. (2020), Theories of Educational Leadership and Management (5th Edition), London: Sage.
Bush, T., Bell, L. & Middlewood, D. (editors) (2019) (3rd edition) The Principles of Educational Leadership and Management, London: Sage.
Fullan, M. (2015) The New Meaning of Educational Change (4th edition), New York: Teachers College Press
Supplementary:
Uğur, N. G. and Hamit Turan, A. (2019) ‘Critical professional skills of MIS graduates: Practitioner vs. Academician perspectives’, Journal of Education for Business, 94(4), pp. 251–258. doi: 10.1080/08832323.2018.1522291.
Tarnekar, S. (2017) ‘Application of Knowledge Management to Curriculum Development Processes’, Journal of Commerce & Management Thought, 8(3), pp. 383–386. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=123900394&site=ehost- live (Accessed: 18 May 2021).
Bagley, C. E. et al. (2020) ‘A Path to Developing More Insightful Business School Graduates: A Systems-Based, Experimental Approach to Integrating Law, Strategy, and Sustainability’, Academy of Management Learning & Education, 19(4), pp. 541–568. doi: 10.5465/amle.2018.0036.
Lawson, R. A. et al. (2017) ‘Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration’, Issues in Accounting Education, 32(3), pp. 137– 152. doi: 10.2308/iace-51587
Koys, D. J. et al. (2019) ‘Build it and they will come: Designing management curricula to meet career needs’, Journal of Education for Business, 94(8), pp. 503–511. doi: 10.1080/08832323.2019.1580244.
Andrietti, V. and Su, X. (2019) ‘Education curriculum and student achievement: theory and evidence’, Education Economics, 27(1), pp. 4–19. doi: 10.1080/09645292.2018.1527894.
Brown, A. et al. (2015) ‘Twenty-First Century Managers and Intuition: An Exploratory Example of Pedagogic Change for Business Undergraduates’, Decision Sciences Journal of Innovative Education, 13(3), pp. 349–375. doi: 10.1111/dsji.12066
