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Article
Comprehensive curriculum reform in higher education: collaborative engagement of faculty and administrators
Journal of Case Studies in Education (2011)
  • Eunsook Hyun, University of Massachusetts Boston
  • Shawn L. Oliver, Ashland University
Abstract

This case study explored the phenomenon of a four-year collaborative curriculum review process between administration and faculty at a higher education institution. Two research questions from a higher education administrator’s perspective were explored: How did the curriculum review team experience the comprehensive curriculum review process? How did the faculty and administration collaborate during the comprehensive curriculum review process? The primary data for this study were generated from in-depth interviews with 10 curriculum review team members. Findings emerged were: A collectively shared guiding vision for the curriculum provided a strong foundation for the comprehensive curriculum review process; Embracing curriculum as a shared responsibility among faculty and administration led to widespread participation; The collaboration of various groups within the institution in the process promoted organizational change; Cultural issues regarding people and organizational structure served as barriers to the collaboration process, simultaneously the curriculum team’s sense of community strengthened the curriculum review process. The study provides recommendations to administrators responsible for oversight of the curriculum review process and the educational institution’s resources.

Keywords
  • curriculum,
  • higher education,
  • faculty and administrator collaboration,
  • case study,
  • grounded theory
Publication Date
July, 2011
Citation Information
Eunsook Hyun and Shawn L. Oliver. "Comprehensive curriculum reform in higher education: collaborative engagement of faculty and administrators" Journal of Case Studies in Education Vol. 2 (2011)
Available at: http://works.bepress.com/eunsook_hyun/2/