A Pathological Study of the Curriculum Renewal Process (CRP) Based on Education for Sustainable Development (ESD) Strategic Approach at Shiraz University

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه شیراز

2 دانشگاه شیراز

چکیده

Recently, sustainability has emerged as a core context for 21st Century living, to maintain or improve our quality of life without compromising the ability of future generations to meet their own.  This has led to the sustainable development as a basis for overcoming the environmental challenges. The purpose of this research is a pathology study of the curriculum renewal process based on education for the sustainable development strategic approach at Shiraz University for undergraduate courses. The research tools were designed following the Helix model (Desha & Hargroves, 2011) for Rapid Curriculum Renewal. After assessing its validity and reliability, the samples were distributed among the individuals and the final data were analyzed by mean and standard deviations of descriptive statistics method. The statistical population consists of members of the curriculum development council at Shiraz University. Using purposeful sampling method, 54 people were selected as members of the analytical sample. The results showed that in the ‘prepare' stage of the curriculum renewal process at Shiraz University, the mean of element ‘identify graduate attributes', in the ‘explore' stage of the mentioned process , the mean of elements ‘ identify graduate attributes' and continually monitor and evaluate, in the ‘test &pilot' stage of the process, the mean of elements ‘ identify graduate attributes', ‘continually monitor and evaluate' and ‘implement program', and in the ‘integrate' stage of the process the mean of elements ‘identify graduate attributes', ‘ continually monitor and evaluate' and collaborate Internally and externally, were lower than the standard mean and were considered as some defects.

کلیدواژه‌ها


عنوان مقاله [English]

آسیب‌شناسی فرایند نوسازی مجدد برنامه‌های درسی دوره کارشناسی بر اساس رویکرد راهبردی آموزش برای توسعه پایدار در دانشگاه شیراز

نویسندگان [English]

  • Mehdi Mohammadi 1
  • Rahmatollah Marzoghi 1
  • Jafar Torkzadeh 1
  • Ghasem Salimi 1
  • Anna Ghasemian Dastjerdy 2
1 Shiraz University, Iran
2 Shiraz University, Iran
Ahmad, S. (2015). Public and private higher education financing in Nigeria. European Scientific Journal, March 2015, 11(7), 92-109.

Anderson, R. S. (1998). “Why talk about different ways to grade? The shift from traditional assessment to alternative assessment”. San Francisco: Jossey-Bass, 5-16.

Barrie, S. (2006). "Understanding what we mean by generic attributes of graduates." Higher Education, 51, 215–241.

Chhokar, K. B. (2010). "Higher education and curriculum innovation for sustainable development in India." International Journal of Sustainability in Higher Education, 11(2), 141-152.

Concoran, P. and Wals, A. (2008). "Higher Education and the Challenge of Sustainability-Problematics, promise, and practice." Kluwer Academic Publishers, Boston.

Desha, C. & Hargroves, K. C. (2011). "Informing engineering education for sustainable development using a deliberative dynamic model for curriculum renewal." In Proceedings of the Research in Engineering Education Symposium 2011- Madrid.

Erdelen, W. (2009). ": The New Dynamics of Higher Education and Research for Societal Change and Development." Plenary Session 1 – Trends in Global Higher Education, Co-Chair Introduction, 2009 World Conference on Higher Education, Paris, 6–9 July 2009.

Farid, D. Nejati, M. & Mirfakhredini, H. (2008). "Balanced scorecard application in universities and higher education institutes: Implementation guide in an Iranian context." Annals of University of Bucharest, Economic and Administrative Series, Nr. 2 (2008) 31-45.

Ferrer-Balas, D., Adachi, J., Banas, S., Davidson, C.I., Hoshikoshi, A., Mishra, A., Motodoa, Y., Onga M., & Ostwald M. (2008). "An international comparative analysis of sustainability transformation across seven universities." International Journal of Sustainability in Higher Education, 9(3), 295-316.

Hargroves, K. and Smith, M. (2007). "The Natural Advantage of Nations: Business opportunities, governance, and innovation in the 21st century”, Earth scan. London, 1(6), 3-8.

Hoy, W. K., Miskel, C. G. & Tarter, C. J. (2012). “Educational administration: theory, research, and practice (9th ed.)”. New York: McGraw-Hill Humanities/Social Sciences/Languages.

Johnston, A. (2006). “Higher education for sustainable development." Final Report of International Action Research Project seconded to the OECD from Forum for the Future.

 Khorasgani, F. M. (2008). "Higher education development and economic growth in Iran." Education, Business, and Society: Contemporary Middle Eastern Issues, 1 (3), 162-174.

Lodewijks, J. (2011). "The elephant in the room: conflicting demands on academics in Australian Higher Education." Australasian Journal of Economics Education, 8(1), 17-40.

Longhurst, J. (2014). “Education for Sustainable Development and the Quality Management and Enhancement Framework." The University of the West of England, Bristol.

Mebratu, D. (1998). "Sustainability and sustainable development: Historical and conceptual review." IMPACT ASSES REV 1998;18, 493–520.

Mehrmohammadi, M. & Mahmodi, F. ( 2012). “upside-downness: A New Approach to Curriculum Design in Professional Fields (with emphasis on Education)." Journal of Higher Education Curriculum Studies, 3(6), 141-177.

O'Connor, I. (2006). "Earth Dialogues Dinner." Keynote Address, Brisbane, Australia, 21–24 July 2006.

Rappaport, A. & S. H. Creighton (2007). "Degrees that Matter." Cambridge, MA, MIT Press.

Reynolds, J. and Skilbeck, M. (1976). "Culture in the Classroom." Open Books, London.

Scott, R. H. (2009). "Sustainable curriculum, the sustainable university." Berkeley Electronic Press, culture, 2(15), 122-129.

Selby, D. (2007). “As the heating happens: Education for sustainable development or education for sustainable contraction?”.  International Journal of Innovation and Sustainable Development2(3/4), 249-267.

Smith, M., Hargroves, K., Stasinopoulos, P., Stephens, R., Desha, C. and Hargroves, S. (2007). "Energy Transformed: Sustainable energy solutions for climate change mitigation." The Natural Edge Project, CSIRO, Griffith University, Australia.

Sutherland, T. E. (1996). "Emerging issues in the discussion of active learning." San Francisco: Jossey-Bass, 91.

Tamura, M. & T. Uegaki (2012). "Development of an educational model for sustainability science: Challenges in the Mind-Skills-Knowledge education at Ibaraki University." Sustainability Science , 7(2), 253-265.

World Commission on Environment and Development. (1987). Our Common Future. London: Oxford University Press.

Yosefi, A. (2014). "The Status and Role of Education in Sustainable Development." The First National Issues of Sustainable Development in Education Sciences and Psychology, Social and Cultural Studies, Tehran, Mehr Arvand Institute of Higher Education, Center for Sustainable Development Strategies, EPSCONF01_487.