Assignment on Curriculum Reconstruction

CURRICULUM RECONSTRUCTION
Name of the Student
Name of the University
Author note

Contents
Introduction......................................................................................................................................2
Preferred Theoretical Foundations – Eisner’s Model......................................................................3
Preferred design and development models......................................................................................3
Rational Model............................................................................................................................3
Backward Design Model.............................................................................................................4
Reconstructing Curriculum in Context............................................................................................5
Subject outline and learning outcomes........................................................................................5
Subject teaching and learning, Student participation and assessment.........................................6
Subject teaching...........................................................................................................................9
Reflection and Conclusion.............................................................................................................10
References......................................................................................................................................11
Appendix........................................................................................................................................13

Introduction.
There are a variety of factors that influence curriculum reconstruction. A curriculum is developed
based on the underpinning that it provides a structured framework for a student to work on. It allows the
students to not only know exactly what is in store for them, but also to be able to prepare themselves for
the entire course session. The curriculum thus becomes one of the primary resources for any lesson or
study programme. Every domain of study that is being undertaken on a professional basis, follows a
particular structure when it comes to delivering education to the students. A curriculum provides support
to the educators as well as the students to make the entire teaching learning process feasible.
Kelly (2009) defines curriculum as the overall student experiences that happens in the educational
process. However, this can turn out to be a much generalised definition. A curriculum entails more than
just the students’ educational experiences. Reys et al. (2003) have defined curriculum as the set of
learning related goals that are correlated with the grades, outlining the intended content and the process
throughout the learning period. According to Adams and Adams (2003, p. 2) a curriculum incorporates
the planned communication and interaction of the students with the course materials, resources, content
and processes that eventually help the students in attaining the desired objectives. A curriculum in an
institution can manifest in different ways, can have varying levels of learner – teacher interaction and
control. A curriculum can be heavily standardised and rigid allowing for very low student freedom and
complete teacher autonomy, while alternately, it can also be quite flexible and can allow for student
inputs and freedom more than teacher control (Adams & Adams, 2003, pp. 33 - 34).
The current assignment looks at the curriculum for a business and management course titled ‘The
Changing Business Environment’. The primary focus of this curriculum is to provide a detailed
understanding of how the business domain has changed over time, ever since the industrial revolution.
Based on this preliminary understanding and doing an in depth study of the curriculum content, this
assignment will attempt to reconstruct the curriculum and elaborate on the rationale behind the changes.

Preferred Theoretical Foundations – Eisner’s Model.
The preferred theoretical foundation for the reconstruction of this curriculum is the model
proposed by Elliot Eisner. The model looks at a classroom and the practises inside the classroom as an
artistic practise. He emphasised that in order to understand a classroom and its philosophical and
pedagogical background, it is important to actually look at what is happening inside the classroom in
detail (Eisner, 1976). Thus, the model was developed and proposed based on the belief that an expert
evaluator will be able to identify and expand upon whether a particular curriculum has been successful,
by using his / her skills and experience in tandem (Eisner, 1976; Moroye, Flinders & Uhrmacher, 2014).
This model will be used as the primary theoretical background for the current curriculum reconstruction.
Preferred design and development models.
In order to reconstruct the current curriculum in context, it is also important to be able to
understand the design and development models that come into play. The two models for redesigning and
reconstructing the curriculum that will be used are the Rational Model of Decision Making and the
Backwards Design Model.
Rational Model.
The Rational Model of Decision making is an approach to decision making in constructing
anything that assumes that any form of innovation is a steady procedure that progresses along a strategic
planning and implementation process. The process involves gathering information, analysing the
information and acting upon the gathered information (Pei, 2013). The Rational Model highlights that a
successful innovation is the result of a design that has been achieved keeping the receiving end of the
final product in mind. In the case of a curriculum reconstruction, the rational model becomes important
because it highlights that the students are at the receiving end of the curriculum, that is they will receive
the outcome of the curriculum, whatever it be. Therefore, it is important that they benefit from the process
as much as possible (Gabay-Egozi, Shavit & Yaish, 2010). Therefore, looking at the Rational Model of
Decision Making, the existing curriculum will be first looked at from the perspective of what information
it presents. Afterwards, the gathered information will be analysed and acted upon.

Backward Design Model.
The Backward design model or method is a method of educational curriculum designing where
the goals are set prior to choosing the instructional methods and assessment types (Graff, 2011). There are
three primary stages involved in the backwards design model. Firstly, the desired results will be
identified, that is what the students are expected to know understand and be able to achieve at the end of
the education (Browen & Graham, 2015). Based upon that the various principles, theories and concepts
will be focused upon. Secondly, the assessment of the students, that is determining what the acceptable
levels of evidence are that supports the desired outcomes or goals (Browen & Graham, 2015). Based on
this understanding, the curriculum will assign various assessment methods, in the form of observations,
tests or projects. Finally, the curriculum will design various activities that will ensure that the desired
results happen. In short, the final stage will develop the learning events which will be primarily composed
of the students’ knowledge and skills, and the teaching methods that will be implemented. The Backward
design model, being a dedicated curriculum planning and development model, will help in the
reconstruction of the current curriculum (Mor, 2015).
Reconstructing Curriculum in Context.
As stated earlier, each curriculum is underpinned by a variety of theoretical elements and
understanding that is important for the students As such, each curriculum is backed by certain learning
objectives or outcomes. The current curriculum takes the existing business models and looks at how the
business patterns have evolved over time. It focuses on how the gradual changes in the varied industries
have left the current business models in a limbo and striving for amendment. This section dissects the
various elements of the curriculum in context and provides a general overview of several elements that
can be adapted in the current reconstruction of a business curriculum, in correlation with the set of
classroom materials that have been selected as resources for the course for which the curriculum is
initially intended.

Subject outline and learning outcomes.
The learning outcomes are significant descriptors of every curriculum, highlighting what the
students will be able to gain at the end of the course. The curriculum in context (provided in Appendix),
has highlighted five specific learning outcomes as follows:
1. Critically analyse complex business-related knowledge and practice from both historical and
recent perspectives
2. Synthesize sustainable economic, social and environmental practices and value systems
3. Research and apply established concepts to solve business and professional practice problems
4. Critically analyse complex contemporary business issues using appropriate models and make
reasoned recommendations based on multidisciplinary synthesis of theory and evidence
5. Present complex business analyses and information appropriately to differing audiences using
clear and fluent written communication
While reconstructing the curriculum in the current context these learning outcomes can be
considered crucial inputs for the new curriculum as well. Analysing these outcomes, it can be seen that
each of the elements of the curriculum coincide with the curriculum outline or description. The outcomes
highlight the primary goals that the students are expected to reach. At the same time, it also highlights
how the curriculum corresponds to the success in terms of implementation in the classroom (Eisner,
1976). Therefore, it also automatically falls in line with the first stage of the Backward Design Model,
where the targets or the goals of the students are identified and highlighted (Browen & Graham, 2015).
In the reconstructed curriculum, these outcomes will be kept as they are as they do not dive deeper
into what the actual content intends to provide. However, the curriculum will change the content
according to the current context of the subject and its relevance, given that the curriculum outline has
clearly stated that the industrial shifts in the present domains are capable of significantly changing the
business models accordingly.