Surface or deep change? How is a curriculum change implemented at ground level?

Abstract

Purpose

The purpose of this paper is to find out how organizational and contextual factors affect a curriculum change in a University in Singapore. There is a need to research the processes of educational change in Singapore as rapid changes can result in complex problems. The university is chosen as it is at the forefront of the government's strategy for economic planning. It is also hoped that through this case study investigation of curriculum educational change of this University's Engineering School, the importance of considering people's situations and their roles in the educational change can be highlighted. Previously, students undertook one year of common engineering curriculum when they enrolled in a Bachelor of Engineering program in this University. This has, however, been expanded to a two‐year common engineering program. This study examines the academic staff's collaboration and communication in implementing the curriculum change. This study investigates the organizational factors that influence the academics' communication in a curriculum change.

Design/methodology/approach

The research method used is documentary analysis of curriculum, planning and policy documents as well as annual reports.

Findings

The interviewees concurred on the points that there should be more consideration of their views on the curricular issues in the University, and that top‐down decisions should be incorporated with bottom‐up input. This study discovers that more attention should be paid to students' learning, particularly in developing skills that will help them adapt to a knowledge‐based economy and rapid economic developments. In general, the academics desired a greater and deeper involvement in decisions on curriculum changes so that they could contribute their professional and pedagogical viewpoints.

Originality/value

This study show the importance of examining the factors that influence academics to change and the stages they go through. It also shows the need to involve academics at every stage of a curriculum change.

Citation

Bee Sng, B. (2008), "Surface or deep change? How is a curriculum change implemented at ground level?", International Journal of Educational Management, Vol. 22 No. 1, pp. 90-106. https://doi.org/10.1108/09513540810844585