Curriculum Agility principles for transformative innovation in engineering education
Journal article, 2024
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.
Curriculum Agility
curriculum innovation
transformative innovation
engineering education
co-creation
Author
Suzanne Brink
Umeå University
ICLONLeiden University Graduate School of Teaching
Miranda de Hei
The Hague University of Applied Sciences
Ellen Sjoer
The Hague University of Applied Sciences
Carl Johan Carlsson
Chalmers, Communication and Learning in Science, Language and Communication
Fredrik Georgssson
Umeå University
Elizabeth Keller
Royal Institute of Technology (KTH)
Charles McCartan
Queen's University Belfast
Mikael Enelund
Chalmers, Mechanics and Maritime Sciences (M2), Dynamics
Reidar Lyng
Norwegian University of Science and Technology (NTNU)
Wilfried Admiraal
Oslo Metropolitan University
European Journal of Engineering Education
0304-3797 (ISSN) 1469-5898 (eISSN)
Subject Categories (SSIF 2011)
Pedagogy
Learning and teaching
Pedagogical work
DOI
10.1080/03043797.2024.2398165