EXPERIENCES WITH SELF-MAPPING CURRICULUM AGILITY

EXPERIENCES WITH SELF-MAPPING CURRICULUM AGILITY

S. Brink, S. Puente, R. Rooij, K. Aalbers, C. Carlsson, M. Enelund, et al (2024).  EXPERIENCES WITH SELF-MAPPING CURRICULUM AGILITY.

Future-proof engineering curricula can cope with fast-changing circumstances, and the opportunities and threats these bring along in the context of the curriculum. Curriculum Agility (CA) is a concept aimed at helping higher education institutions analyse how responsive their programmes are to changes in society, industry, and student characteristics and needs. The CA model describes features needed to adapt curricular and organizational structures, learning content and outcomes, learning activities and pedagogies, staff development, and examination design in a timely and proactive manner. Based on the model, a CA Self-Mapping Protocol has been developed that aims to actively engage and simultaneously enable curriculum stakeholders in the self-mapping process. It was tested at five European universities and at different levels, i.e. university, department, and program level. Leading questions focused on the effects of the CA self-mapping process; and what that could mean for the set-up of the protocol. The aim of this paper is to present to what extent, and in which form, the self-mapping protocol, as a design-thinking, guided dialogue with multiple stakeholders, is valuable and feasible in different higher engineering education institutional contexts. All facilitators were able to adjust the protocol to local contexts. And although there were all kinds of differences (of use and process) between the institutes, what ‘stands firmly’ is the importance of the negotiating understanding of what CA is and what it means to the local context. The presence of the ten principles were instrumental to ‘guarantee’ that people were discussing and considering the themes that needed to be addressed. 

Authors (New): 
Suzanne Brink
Sonia M. Gómez Puente
Remon Rooij
Kristel Aalbers
Carl Johan Carlsson
Mikael Enelund
Liisa Lehtinen
Affiliations: 
Umeå University, Sweden
Eindhoven University of Technology, The Netherlands
Delft University of Technology, Netherlands
Chalmers University of Technology, Sweden
Turku University of Applied Sciences, Turku, Finland
Keywords: 
Curriculum Agility
Self-evaluation
Transformative Curriculum Change
Future-proof Engineering Education
CDIO Standard 1
CDIO Standard 2
CDIO Standard 3
CDIO standard 4
CDIO Standard 5
CDIO Standard 6
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
CDIO Standard 10
CDIO Standard 11
CDIO Standard 12
Year: 
2024
Reference: 
Brink, S.C., Carlsson, C.J., Enelund, M., Edström, K., Keller, E., Lyng, R., & McCartan, C. (2023). ‘Curriculum Agility as Optional CDIO Standard’, in Proceedings of the 19th International CDIO Conference, NTNU, Trondheim, Norway, Jun. 2023, p.18.: 
Brink, S.C., Carlsson, C.J., Enelund, M., Georgsson, F., Keller, E., Lyng, R., & McCartan, C. (2020). ‘Assessing Curriculum Agility in a CDIO Engineering Education’, in Proceedings of the 16th International CDIO Conference, Gothenburg, Sweden: Chalmers University of Technology, 2020, p.13.: 
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