Abstract
This paper identifies the narrow interpretation of the constructive alignment model (Biggs, 1996), which has permeated higher education programs internationally, as a key source for this continuing disconnect between higher education and the needs of employers, students and society. Furthermore, a systematic framework extending the traditional constructive alignment model is proposed to enable curriculum development, implementation and assurance decisions to be made with explicit reference to the needs of a variety of stakeholders. This paper is relevant for educators involved in professional degree programs, professional employers and university administrators.
| Original language | English |
|---|---|
| Pages (from-to) | 57-65 |
| Number of pages | 9 |
| Journal | e-Journal of Business Education and Scholarship of Teaching |
| Volume | 14 |
| Issue number | 1 |
| Publication status | Published - 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- curriculum development
- education, higher
- employability
- professional education
- study and teaching (higher)
- university graduates
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