Curriculum design in higher education : graduate profile and attribute inventory for emergency managers.
Degree GrantorUniversity of Canterbury
Degree NameDoctor of Philosophy
Education serves diverse purposes. For some, it serves as a “critic and conscience of society” (Hattie, 2010, p. 85); while many argue that the first priority of education is employability. Diverse fundamental questions along with the changing demands of students and availability of online schools raises questons about how to facilitate high quality, relevant, and engaged learning. Increasingly curriculum development plays a more salient role. Educators can no longer rely solely on their experience in determining course content. Knowledge, in and of itself, is not enough, nor is it the point of education. The purpose of this research is to identify the attributes for a multi-course, undergraduate curriculum that addresses the field of Emergency Management. It identifies attributes, the assessment of those attributes, and the placement of them in a multi-year curriculum from a multi-national, multi-track perspective. It provides discussions of curriculum design that are widely applicable in other fields. It examines curriculum at the institutional and program level, going beyond mere course titles, which provide little insight into the outcomes, content, and process of instruction.