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For over a decade now, various stakeholders in accounting education have called for the integration of technology competencies in the accounting curriculum (Association to Advance Collegiate Schools of Business (AACSB), 2013, 2018; Accounting Education Change Commission (AECC), 1990; American Institute of Certified Public Accountant (AICPA), 1996; Behn et al., 2012; Lawson et al., 2014; PricewaterhouseCoopers (PWC), 2013). In addition to stakeholder expectations, the inclusion of data analytics as a key area in both the business and accounting accreditation standards of the AACSB signals the urgent need for accounting programs to incorporate data analytics into their accounting curricula. This paper examines the extent of the integration of data analytics in the curricula of accounting programs with separate accounting AACSB accreditation. The paper also identifies possible barriers to integrating data analytics into the accounting curriculum. The results of this study indicate that of the 177 AACSB-accredited accounting programs, 79 (44.6%) offer data analytics courses at either the undergraduate or graduate level or as a special track. The results also indicate that 41 (23.16%) offer data analytics courses in their undergraduate curriculum, 61 (35.88%) at the graduate level, and 12 (6.80%) offer specialized tracks for accounting data analytics. Taken together, the findings indicate an encouraging trend, albeit slow, toward the integration of data analytics into the accounting curriculum.

The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs.

This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities.

The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating.

The paper includes implications for postgraduate level curricula design, implementation and programme evaluation.

The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

As universities grapple with the question of how to prepare students for increasingly uncertain futures, the development of evidence-based frameworks to guide academic program¹ design is critical. Here, we propose a strategic framework with a high impact on program design, implementation, and evaluation as well as mentoring and support for academic program leaders. High impact can be achieved when program leaders are enabled to embed key future-focused capabilities and skills across the curriculum in a program. In order to ensure that these capabilities are systematically and cohesively embedded in students’ learning journeys, we suggest that academic program leaders (e.g., Directors of Studies, Subject Area Coordinators, etc.) require strategic approaches to program design, implementation, and evaluation, as well as mentoring and support. Such approaches would ensure that high impact practices are consistently employed, rather than being the exception in isolated courses.² At Queensland University of Technology, we have developed a holistic model to support “whole-of-program” design for award programs across faculties and disciplines, in a coherent and strategic way. The model we use is based on a framework for curriculum design called the Future Focused Curriculum Design Framework (FFCF), and is an iterative model that places learners at the center of their learning to enable meaningful change to the design of programs. The adoption of the framework is supported by curriculum design studios situated within each discipline-specific faculty,³ which are made up of curriculum and learning designers, working closely with academics in different faculties. A key element of the process is that curriculum design studios enable relationships and communities to develop (Wenger et al., 2002), which in turn allows for contextualized practice. This holistic model supports whole-of-program design for award programs, in a coherent and strategic way and enables communities of practice to emerge in an iterative manner. In this chapter, we share our experiences with using this model and the impacts it has achieved, and we reflect on ways it be adapted for future use and in other contexts.

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China.

In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed.

This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation.

Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes.

Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.

A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.

The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.

By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.

So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.

The prospect of state funding for foundation programmes has heralded a new interest in such programmes in the Higher Education sector. Already the proposed funding frameworks appear to be influencing the nature of foundation curricula. Against this background Peninsula Technikon is currently implementing pilot foundation programmes in Mechanical and Civil Engineering. This pilot draws on an integrated, extended curriculum model emerging in the Engineering faculty, which uses a focus subject from the mainstream programme around which to build the foundation curriculum. This paper presents a multi‐level analysis of policy articulation regarding foundation programmes, from a mode 2 (Gibbons 1994) perspective which emphasises the need for learning to be applied in real‐life, problem‐solving contexts which transcend disciplinary boundaries and reflect issues of importance to society. It examines this policy and responses to it, at the macro level of state and the Higher Education (HE) sector, as well as the micro level of an individual HE institution and two academic departments. Finally suggestions are made as to why and how articulation from the micro to the macro level could enhance policy implementation.

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.

The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana.

Documentary research is the approach used to analyse the curriculum document for the programme of study.

Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least.

Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability.

This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).