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Curriculum Agility principles for transformative innovation in engineering education

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Titel: Curriculum Agility principles for transformative innovation in engineering education
Autoren: Brink, Suzanne, de Hei, Miranda, Sjoer, Ellen, Carlsson, Carl Johan, 1971, Georgssson, Fredrik, Keller, Elizabeth, McCartan, Charles, Enelund, Mikael, 1965, Lyng, Reidar, Admiraal, Wilfried
Quelle: European Journal of Engineering Education. 50(3):455-471
Schlagwörter: Curriculum Agility, co-creation, transformative innovation, curriculum innovation, engineering education
Beschreibung: Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context.
Dateibeschreibung: electronic
Zugangs-URL: https://research.chalmers.se/publication/542711
https://research.chalmers.se/publication/542780
https://research.chalmers.se/publication/542780/file/542780_Fulltext.pdf
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  Data: Curriculum Agility principles for transformative innovation in engineering education
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  Data: <searchLink fieldCode="AR" term="%22Brink%2C+Suzanne%22">Brink, Suzanne</searchLink><br /><searchLink fieldCode="AR" term="%22de+Hei%2C+Miranda%22">de Hei, Miranda</searchLink><br /><searchLink fieldCode="AR" term="%22Sjoer%2C+Ellen%22">Sjoer, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Carlsson%2C+Carl+Johan%22">Carlsson, Carl Johan</searchLink>, 1971<br /><searchLink fieldCode="AR" term="%22Georgssson%2C+Fredrik%22">Georgssson, Fredrik</searchLink><br /><searchLink fieldCode="AR" term="%22Keller%2C+Elizabeth%22">Keller, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22McCartan%2C+Charles%22">McCartan, Charles</searchLink><br /><searchLink fieldCode="AR" term="%22Enelund%2C+Mikael%22">Enelund, Mikael</searchLink>, 1965<br /><searchLink fieldCode="AR" term="%22Lyng%2C+Reidar%22">Lyng, Reidar</searchLink><br /><searchLink fieldCode="AR" term="%22Admiraal%2C+Wilfried%22">Admiraal, Wilfried</searchLink>
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  Data: Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context.
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