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The purpose of this paper is to describe examples of the application of learning analytics (LA), including the assessment of subject grades, identifying subjects that need revision, student satisfaction and cohort comparisons, to program curriculum review.

Examples of analyses that address specific questions that a curriculum review wishes to address are provided, together with examples of visualizations from the analyses to aid interpretation.

The results show that using LA as a part of curriculum review can provide insights not possible with the traditional curriculum review methods and can yield useful and actionable insights.

The work in this paper illustrates another important application for LA and demonstrates the value this approach has for informing curriculum enhancement at the program level.

The analyses described provide insights not possible with traditional curriculum review methods. However, the challenge remains to develop analytic tools that can assist teachers to conduct LA independently.

LA have been used to predict grades or identify at-risk students (Gaševic et al., 2016), but there is little research on its use for curriculum evaluation (Méndez et al., 2014). This paper addresses this gap and provides examples of its application in program curriculum review and the insights it can provide.

This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe.

A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis.

Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most cases, sustainability remains an abstract guiding principle that is not translated into a dedicated course offer. This can indicate the difficulty of operationalizing such a concept as sustainability, which is experienced by not only higher education institutions but also policy and society as a whole. In addition, the results leave space for a reflection on the social and educational responsibility of higher education institutions.

The authors are aware that not all teaching (content) is depicted in curricula. Especially where teaching is research-based, The authors assume that sustainability (communication) is more present as the curricula' analysis can represent it. In addition, the fact of solely investigating English language curricula can be seen as a further limitation.

This research is one of the few attempts to verify the actual integration level of sustainability aspects in the curricula of a specific sustainability-relevant discipline, which is neither conducted as a case study nor as a single-country analysis.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies used to integrate sustainability in engineering education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD and the ways in which they are integrated and practised in the engineering curricula.

The study starts with a review of the literature concerning ESD and PBL theories where relations between both are defined. The literature review is followed by an empirical work in which the PBL and ESD relations are investigated in relation to the PBL engineering curricula. The empirical work involves two engineering master programmes from Aalborg University, Denmark, while documentary analysis and interviews are used as methods for data collection.

The results show that even though PBL and ESD share common learning principles, their practice presents limitations that challenge the full integration of sustainability, namely, the crowded, strict and academic-centred curriculum, the struggle to balance different contexts with professional, interdisciplinary and collaborative knowledge and the tacit presence of sustainability.

The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability in the engineering curriculum.

This paper introduces a new approach to extracting the employability value of school/further education (FE) curriculums, using textual analysis to surface the transferable skills from UK curriculum documentation. The higher education extracted employability concept already established by the author is applied to help learners articulate the skills value of their knowledge-focused qualifications, closing the gap between the academic learning and the workplace. Proposals for additions to existing curriculum documentation would enable delivery of the Organisation for Economic Co-operation and Development’s (OECD's) aspiration to embed skill development in school education.

Manual textual analysis of United Kingdom A Level, General Certificate of Secondary Education (GCSE) and Scottish academic qualifications surfaced a database of transferable skills, which are categorised, and their interrelationships were analysed.

Relatively few skills are explicitly articulated in curriculum documentation, revealing issues for learners recognising and articulating transferable skills. Extracted employability surfaces significant value from curriculum by identifying over 200 transferable skills, framed in the language employers recognise, thus closing the perceived “skills gap”. Comparisons reveal significantly greater diversity of skills innate to subjects perceived as “less academic”.

Learners will find it easier to recognise a comprehensive language of transferable skills, aligned with what employers need, and fundamental to career decision-making through understanding the relationships between academic qualifications and work.

Learners who understand the wider value of their qualifications beyond knowledge focus, particularly in relation to transferable skills, are better able to be join, navigate and be agile in a challenging employment market.

Higher education (HE) concepts of employability are not well-established or understood in schools. This new approach articulates it through transferable skills within existing academic curriculum.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

The purpose of this paper is to explore the demand for big data and analytics curriculum, provide an overview of the curriculum available from the SAP University Alliances program, examine the evolving usage of such curriculum, and suggest an academic research agenda for this topic.

In this work, the authors reviewed recent academic utilization of big data and analytics curriculum in a large faculty-driven university program by examining school hosting request logs over a four-year period. The authors analyze curricula usage to determine how changes in big data and analytics are being introduced to academia.

Results indicate that there is a substantial shift toward curriculum focusing on big data and analytics.

Because this research only considered data from one proprietary software vendor, the scope of this project is limited and may not generalize to other university software support programs.

Faculty interested in creating or furthering their business process programs to include big data and analytics will find practical information, materials, suggestions, as well as a research and curriculum development agenda.

Faculty interested in creating or furthering their programs to include big data and analytics will find practical information, materials, suggestions, and a research and curricula agenda.

Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.

A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.

An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.

Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.

Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.