Curriculum Agility principles for transformative innovation in engineering education
Artikel i vetenskaplig tidskrift, 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.
transformative innovation
engineering education
Curriculum Agility
co-creation
curriculum innovation
Författare
Suzanne Brink
ICLONLeiden University Graduate School of Teaching
Umeå universitet
Miranda de Hei
The Hague University of Applied Sciences
Ellen Sjoer
The Hague University of Applied Sciences
Carl Johan Carlsson
Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation
Fredrik Georgssson
Umeå universitet
Elizabeth Keller
Kungliga Tekniska Högskolan (KTH)
Charles McCartan
Queen's University Belfast
Mikael Enelund
Chalmers, Mekanik och maritima vetenskaper, Dynamik
Reidar Lyng
Norges teknisk-naturvitenskapelige universitet
Wilfried Admiraal
OsloMet – storbyuniversitetet
European Journal of Engineering Education
0304-3797 (ISSN) 1469-5898 (eISSN)
Ämneskategorier
Pedagogik
Lärande och undervisning
Pedagogiskt arbete
DOI
10.1080/03043797.2024.2398165