How Do Faculty Members See the Curriculum Leadership Role in Post Graduate? A Qualitative Research

AUTHORS

Maryam Avizhgan 1 , * , Seyed Ebrahim Mirshah-Jafari 2 , Ahmad Reza Nasr 2 , Tahereh Changiz 3

AUTHORS INFORMATION

1 Ph.D. Student in Curriculum, Department of Educational Sciences, School of Education and Psychology, University of Isfahan, Isfahan, Iran, Iran

2 Professor in Curriculum, Department of Educational Sciences, School of Education and Psychology, University of Isfahan, Isfahan, Iran, Iran

3 Associate Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran, Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 11 (2); e60342
Published Online: April 28, 2014
Article Type: Research Article
Received: August 16, 2017
Accepted: January 20, 2014

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Abstract

Background & Objective: Leadership talent is the rarest resource in today's world that will have continuous conductivity the organizations to be successful in tomorrow's world. Considering the importance of curriculum leadership in educational department, this study was designed to answer the question "how do faculty members see curriculum leadership in the post graduate?"

Methods: In a qualitative study with purposive sampling of desirable cases type, faculty members with management experience and expert in the post graduate were selected and interviewed using semi-structured method. Data were analyzed using thematic content analysis including: data collection, data reduction, deduction, and analysis in the MAX.QDA software version 2007.

Results: After interviewing 18 faculty members with sufficient experience and management experience in the postgraduate courses, we achieved a richness of information, saturation, and data replicate. 500 codes were extracted from research data under five main categories and were classified. These categories included: "educational atmosphere improvement", curriculum development", "curriculum implementation", "curriculum evaluation and supervision", "innovation and facilitate change and adaptation".

Conclusion: Participants in this study suggested five main categories and 18 sub-categories that represented curriculum leadership roles. These roles are in the applicable and comparable area with curriculum cycle, including: the planning, implementation, supervision, evaluation and change. In addition, these roles were also emphasized on educational atmosphere improvement that is platform, background, supplier infrastructure and prerequisites for the curriculum cycle.

Keywords

Curriculum Leadership Higher education Postgraduate Qualitative study

© 2014, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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