Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process
With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE) Administration, Leadership and Management curriculum taught at the University of Tampere (Finland) to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM) curriculum at Uganda Management Institute (UMI) in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.
Published online: 4 July 2014
Altbach, G. Philip, Liz Reisberg, and Laura E. Rumbley. “Trends in global higher education: Tracking an academic revolution.” A report prepared for the UNESCO 2009 World Conference on Higher Education, Paris, UNESCO, 2009.
Biggs, John. Teaching for quality learning at university. The Society for Research into Higher Education and Open University Press, Buckingham, 2003.
Bloom David, David Canning, and Kevin Chan. Higher Education and Economic Development in Africa. Harvard University, A research commissioned by the World Bank – AFTHD, 2005.
Cloete Nico, Tracy Bailey, Pundy Pillay, Ian Bunting, and Peter Maasen. Universities and economic development in Africa. Centre for Higher Education Transformation (CHET), South Africa: Wynberg, 2011.
Commonwealth of Australia. “The Australian higher education quality assurance framework.” Occasional Paper Series. Australia: Higher Education Division Department of Education, Training and Youth Affairs, 2000.
Cunningham, B. John. Action Research and Organizational Development. Westport, CT: Preager Publishers, 1993.
Gibbons, Michael, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott and Martin Trow. The new production of knowledge: The dynamics of Science and Research in contemporary societies. London: Sage Publication, 1994.
Goodson, F. Ivor. “Studying curriculum: Towards a social constructionist perspective.” In Qualitative educational research studies: Methodologies in transition, eds. Ivor F. Goodson and M. Mangan, 49-90. Research Unit on Classroom Learning and Computer Use in Schools. London, ON: Faculty of Education, The University of Western Ontario.
Government of Uganda. Universities and Other Tertiary Institutions Act, Supplement No.6. Entebbe: UPPC, 2001.
Harvey Lee and Bjørn Stensaker. “Quality Culture: understandings, boundaries and linkages.” European Journal of Education 43, nº4 (2008): 427-442.
_____. and John Williams. “Fifteen years of Quality in Higher Education.” Special Issue Quality in Higher Education 16, nº 1(2010): 3-36.
Kasozi, B. K. Abdul. University Education in Uganda: Challenges and opportunities for reform. Kampala: Fountain Publishers, 2003.
Kemmis Stephen, and Robin McTaggart. The Action Research Planner. Geelong: Deaking University Press, 1988.
Kouwenhoven, William. “Competence-based Curriculum Development in Higher Education: a Globalised Concept?” In Technology Education and Development, eds. Aleksandar Lazinica and Charles Calafate, 2009. Accessed June, 2013 from http://www.intechopen.com/books/technology-education-and-development/competence-based-curriculum-development-in-higher-education-a-globalised-concept-
_____. “Designing for competence: Towards a competence-based curriculum for the faculty of education of the Eduardo Mondlane University.” Doctoral Dissertation, Twente University (90 365 1985 3, Enschede), 2003.
Kristensen, Bente. “Has external quality assurance actually improved quality in higher education over the course of 20 years of the ‘Quality Revolution’?” Quality in Higher Education 6, nº 2 (2010).
Leadership and Management of Ugandan Universities (LMUU). “Project Completion Unpublished Report.” 2012.
LH Martin Institute/INQAAHE. “External quality assurance: Quality Assurance for higher education, establishing a QA system- the choices.” Unpublished lecture notes, Graduate Certificate in Quality Assurance, University of Melbourne/ LH Martin Institute, 2012.
Liang, Xiaoyan. Uganda Tertiary Education Sector, Africa Region Human Resource Development. Working Paper Series: Washington, D.C.: World Bank (Africa Region Human Development Department), 2004.
Lunenburg, C. Fred. “Curriculum development: Inductive models.” Schooling 2 nº 1 (2011). Accessed June, 2013 http://www.nationalforum.com/ElectronicJounralVolumes/Lunenburg,&FredCurri.
Mamdani, Mahmoud. Scholars in the Marketplace: the dilemmas of neo-liberal reform at Makerere University, 1989-2005. Kampala: Fountain Publishers, 2007.
Materu, Peter. Higher Education Quality Assurance in Sub-Saharan Africa: Status, Challenges, Opportunities and Promising Practices. World Bank Working Paper, No. 124. Washington, D.C.: World Bank (Africa Region Human Development Department), 2007.
Meek, V. Lynn. Introduction to The Higher Education Managerial Revolution, eds. Alberto Amaral, Lynn V. Meek and Ingvild M. Larsen, 1-29. Dordrecht: Kluwer, 2003.
Middle States Commission on Higher Education. “Characteristics of excellence in higher education.” Philadelphia, PA: Middle States Commission on Higher Education, 2006.
Nakanyike, B. Musisi. “Uganda.” In African higher education: An international reference handbook, edited by Damtew Teferra and Philip G. Altbach, 611-623 Bloomington and Indianapolis: Indiana University Press, 2003.
Namubiru S. Proscovia, and Mawa Micheal. “The Genesis of Quality Assurance Systems in Higher Education Institutions in Uganda.” Paper presented at the Annual Southern African Comparative and History of Education Society Conference at Speak Resort, Munyonyo, Kampala, Uganda, 8th August, 2011.
National Council for Higher Education (NCHE). Quality Assurance Framework for Universities. Kampala: NCHE, 2006.
_____. The State of Higher Education and Training in Uganda: A report on higher education delivery and institutions. Kampala: NCHE, 2006.
Oliver, Christine. “Strategic responses to institutional processes.” Academy of Management Review 16, nº 1 (1991): 145-179.
Organisation for Economic Co-operation and Development (OECD). Human capital: How what you know shapes your life. Paris: OECD Publishing, 2007.
Pratt, Daniel. Curriculum design and development. New York: Harcourt Brace Jovanovich, 1980.
Ramsden, Paul. The leadership challenge in the contemporary context of higher education: Learning to lead in higher education. Routledge, London, 1998: 12-17.
Republic of Uganda. “National Development Plan 2010/11 – 2014/15.” Kampala: National Planning Authority, 2010.
_____. “Poverty Eradication Action Plan: A National Challenge for Uganda. Vol. 1.”Kampala: Ministry of Finance, Planning and Economic Development, 1999.
_____. “Uganda Government White Paper on Education Report on the Visitation Committee to Public Universities in Uganda.” Kampala: Ministry of Education and Sports, 2008.
Rhoades, Gary, and Barbra Sporn. “Quality Assurance in Europe and US: Professional and political economic framing of higher education policy.” Higher Education 43 (2002): 355-390.
Saint, William. “Higher Education in Ethiopia: The Vision and Its Challenges.” JHEA/RESA 2, nº 3 (2004): 83-113.
Salmi, Jamil. “League Tables as Policy Instruments: Uses and Misuses.” Journal of the Programme on Institutional Management in Higher Education Management and Policy19, nº 2 (2007).
Santiago Paulo, Karine Tremblay, Ester Basri, and Elena Arnal. “Internationalization: Shaping strategies in the national context.” In Tertiary Education for the Knowledge Society Volume 1, edited by OECD Paris: OECD, 2008.
Scott, W. Richard. Institutions and Organizations .Thousand Oaks: Sage, 1995.
Sicherman, Carol. Becoming an African University: Makerere 1922-2000. Kampala: Fountain Publishers, 2005.
Ssekamwa, C. John. History and Development of Education in Uganda. Kampala: Fountain Publishers, 1997.
Stringer, T. Ernest. Action Research. A Handbook for Practitioners .London: Sage Publications, 1996.
Taba, Hilda. Curriculum development: Theory and practice .New York: Harcourt Brace, 1962.
Teferra, Damtew, and Philips G. Altbach. “African higher education: Challenges for the 21st century.” Higher Education 47 (2004): 21-50.
Tuning Africa. http://www.tuningafrica.org/ Accessed on the 27th of Nov., 2013.
Uganda Management Institute (UMI). “Postgraduate Diploma in Higher Education Leadership and Management (PDGHELM)”. Kampala: Uganda Management Institute, 2012.
_____. “Quality Assurance Guidelines.” Place of publication: Uganda Management Institute, 2010.
_____. “Strategic Plan 2013-2017.” Uganda Management Institute, 2013.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.