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The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be included in an entrepreneurship curriculum? Ethics has a plurality and implies moral judgment informed by any individual’s values. In applying entrepreneurship education the rationale and justification of what is offered and why should be clear. The paper provides a synthesis conducted on an extant literature review on the ethics of an entrepreneurship curriculum, entrepreneurship education stakeholders, and stakeholder rights and obligations. An ethics enquiry framework is concluded that entrepreneurship education curriculum designers can apply to surface the assumptions underpinning the curriculum and assist educators to be clear and explicit about the intent and ambitions for an entrepreneurship education curriculum design. While this paper develops a framework, it has yet to be tested. Further research can examine specific sets of stakeholder expectations, variations in obligations among regulatory or institutional settings, explicitly examine the range of effects of an entrepreneurship curriculum, and report the usability and practical relevance of such an evaluative framework. Ethics in entrepreneurship education is under-researched and more particularly the ethics of the entrepreneurship curriculum appears to have rarely been questioned. Entrepreneurship education lays the foundation for the future actions of those who shape and socially structure entrepreneurship. Therefore, as educators, there is a greater responsibility for ensuring that the education provided meets certain expectations of and obligations to various stakeholder groups.

This chapter addresses the balancing act between curriculum guidance and curriculum space, against the backdrop of an integral curriculum review at the national/macro level in the Netherlands, labelled ‘Curriculum.nu’. As part of this review initiative, many choices have to be made, reflecting answers to the following two questions: What balance is needed between curriculum regulation at the macro level and the provision of curricular space for schools at the meso and the micro level? And, what are the related responsibilities of all involved in the educational system web in order to make the curriculum change successful? Before getting to tentative answers, the chapter will provide an introduction to curriculum policy in the Netherlands and will offer an overview of the motives, aims, approaches and preliminary results of Curriculum.nu. The provisional answers include a set of research-informed principles for making the curriculum review efforts a success, including a call for dovetailing the various curriculum layers and for a strategic curriculum mix of room for school-specific decision-making, substantive guidance, support by exemplification and firm investments in professional development.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper seeks to describe and analyse an approach to course design as part of a strategic, technology‐inspired, cross‐university intervention to widen participation. A curriculum framework was developed for students who wished to make their work the focus of their study and could not readily access current university provision. A deliberate assumption was made that this would require a technologically inspired response to teaching, learning and assessment.

The approach taken was one of action research, by planning the curriculum framework, validating a course, delivery and review through interviews. Cybernetics was applied post‐hoc to analyse the data generated.

Staff found the framework a useful source of inspiration and critique for current practices, although established practice and preconceptions could render the framework meaningless. The ideas in the framework are not enough to change the institution – authoritative sanction may be needed. The cybernetic concepts of variety and its absorption proved useful in analysing the framework, and highlighted weaknesses in the design of the framework regarding the organisation of teaching.

Clarity about strategic purpose when making a change intervention is vital – in this instance raising the level of critical debate was more successful than recruitment. The establishment of an independent unit may be a more successful strategy than embedding university‐wide. Further work is required to understand how to market novel approaches. The action research shows that the university has the capability to develop curriculum designs that offer new groups of students access to higher education while improving their work practice.

The findings from interview confirm the value that peers attach to this development. Although the pedagogical design in this action research is based on previous work, the cybernetic analysis and conclusions are new.

To cope with the challenges of the twenty‐first century, the Hong Kong SAR government initiated the Curriculum Reform in 2001. In 2006, a research team from a tertiary institution was commissioned to review the progress of change for smooth implementation of the reform in its next phase. This paper aims to examine this issue.

The nature of the review is basically a survey, applying questionnaires and follow‐up focus‐group interviews to collect data from different groups of subjects. The sample was around 20 per cent of the population, i.e. a total of 252 primary (n=138) and secondary (n=114) schools.

The paper reports findings on the support for the Reform by primary and secondary schools. Five areas of agreement among school heads are examined, which include challenges to be met, guiding principles of the reform, learning goals, reform framework and the overall agreement with the rationale of the reform. It is found that, while the curriculum reform was supported among school heads, senior teachers and teachers, there was a gap between the views of senior management team and frontier teachers.

This is a very comprehensive research project with a limited timeframe. The paper can only report and discuss findings mainly on the support for curriculum reform by school heads. Other aspects of the study will be discussed and reported separately in subsequent papers.

The gap between the views of senior management team and frontier teachers is worth probing as this is the most obstructive factor to the implementation of the reform. Identifying the cause would be the first step in formulating strategies to address and, hopefully, to facilitate the smooth transition from the phase of implementation to the continuation phase of the change process.

The study has suggested the development of a two‐dimensional framework of agreement areas and stakeholders which will contribute to a better understanding of the change process in general, and achievements of a curriculum reform in particular. Other issues are also discussed.

The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success.

This paper thus proposes a framework for the systematic integration of SD through the lenses of life cycle approach and associated tools to attain effective curriculum integration. The proposed framework suggests the following five steps: mapping the curriculum, setting learning targets, developing an action plan for the assessed program, implementing the action plan and assessing the final performance.

This framework was applied to the CE curriculum at Sherbrooke University. To assess its success, a student satisfaction survey was conducted, and teachers’ feedback was obtained; the results showed 85 per cent positive responses. The authors show how this study allowed the CE curriculum to be properly updated and brought in line with today’s engineering profession requirements with regard to SD.

The integration focuses on the application of life cycle approaches and tools such as environmental life cycle assessment and life cycle costing on CE content. Additionally, the presented approach can be easily adapted to other engineering curriculums and, to a certain extent, to other non-engineering curriculums.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

Chapter 1 builds a shared understanding of the definition and role of curriculum in learning. The attributes of a curriculum are presented and described with the research literature. The role and function of these attributes in the design of an effective learning experience are examined in detail.

As there are multiple meanings of the word “curriculum” in use, it is necessary to define this term as used in this work. This definition is not meant to suggest that this is the “one,” “true,” or “only” way to conceive of the term, but instead to suggest a useful and practical conceptual framework for curriculum as a multidimensional, dynamic, and causal component of the instructional system. This definition provides the conceptual framework for curriculum as used in this work.

The term derived from a Latin word (currere) denotes “a race course” (Etymology Online, 2018). Educators in the sixteenth century borrowed this denotation for what is now higher education to increase “order” in the learning processes and enhance learning (Hamilton, 2013). The term now describes the collection of learning experiences in a prescribed instructional unit of study, leading to a defined outcome.

The purpose and function of the curriculum in the learning process are to organize, order, and structure the learning process to facilitate learning. In this system of design, three global dimensions are differentiated to promote and enhance the learning of all individuals who pursue it. These global dimensions determine a learner’s ability to engage with, learn from, and demonstrate authentically the intended learning articulated in the curriculum.

The attributes of an effective curriculum are extracted from the educational literature and converted into criteria with which to evaluate a completed curriculum. These criteria include externally valid content, coherence, alignment, interconnectedness, complexity, and the inclusion of opportunities to demonstrate the expected outcomes. Additionally, the structure of the course groupings is evaluated by the criteria of structure, integration, sequence, and consistency. Each of these standards is discussed and explained as it applies to the design of effective curricula.

The purpose of this paper is to explore the use of competences in medical education and training and to discuss some existing standards, curricula and competency frameworks used by the medical profession in both the UK and internationally to inform leadership development.

This research reinforces the message delivered by the medical profession and policy makers in recent years that all doctors should attain management and leadership competences in addition to clinical knowledge and skills to be an effective and safe practitioner. In the UK, this message and research has helped inform the development of a Medical Leadership Competency Framework (MLCF) published by The Academy of Medical Royal Colleges[1] and NHS Institute for Innovation and Improvement[2].

Widespread acceptance of the MLCF is now resulting in the integration of leadership and management competences into all undergraduate and postgraduate curricula.

Other countries with similar histories of low medical engagement in planning, delivery and transformation of services may also benefit from the research undertaken and the MLCF

The paper shows that the MLCF may well inspire more doctors in the future to seek formal leadership positions.