Teaching and assessment for an organisation‐centred curriculum

Abstract

Purpose

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

Design/methodology/approach

The paper is based on a case study. Data were collected from interviews and a focus group with worker‐learners enrolled in a Graduate Certificate in Education (Educational Leadership) course.

Findings

The study finds that a project that piloted an organisation‐centred curriculum framework where learning was integrated in the context of the workplace met the needs of both individuals and their workplace. The success of such learning for a cohort of worker‐learners was contingent on especially designed teaching and assessment strategies, aligned learning and assessment to the strategic goals of the organisation where the cohort was based and to needs of the individuals. The evaluation of the strategies in the framework shows their potential to optimise learning outcomes for other cohorts and courses. It also highlights the importance of skilling learners for work‐integrated learning and making explicit the pedagogies and affordances available in the workplace.

Originality/value

The paper demonstrates the transition from university‐centred to organisation‐centred curriculum that employs work‐integrated learning to meet the needs of the workplace and the learners.

Citation

Choy, S. (2009), "Teaching and assessment for an organisation‐centred curriculum", Journal of Workplace Learning, Vol. 21 No. 2, pp. 143-155. https://doi.org/10.1108/13665620910934834