Inclusive and Flexible Curriculum Design Framework in Work-based Learning: Providing High Impact Transnational Education Opportunities in Sub-Saharan Africa

Abstract

Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.

Citation

Smith, C.J.M., Choromides, C., Boyd, V., Proudfoot, L., Wright, M. and Stewart-Knight, F. (2023), "Inclusive and Flexible Curriculum Design Framework in Work-based Learning: Providing High Impact Transnational Education Opportunities in Sub-Saharan Africa", Sengupta, E. (Ed.) High Impact Practices in Higher Education: International Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 51), Emerald Publishing Limited, Leeds, pp. 149-167. https://doi.org/10.1108/S2055-364120230000051009