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