Challenges in the implementation of a competency-based curriculum in Spain

Crujeiras, Beatriz; Jiménez‐Aleixandre, María Pilar

doi:10.1016/j.tsc.2013.07.001

Cited by 9 publications

(6 citation statements)

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“…There are also other challenges for making the laboratory practices available to students in today's higher education environment. Among them, it is important to notice that the financial crisis has caused budget reductions in education (Crujeiras and Jimenez-Aleixandre, 2013;Guardiola and Guillen-Royo, 2015). This may entail less laboratory-staff, equipment and consumables (Chin et al, 2014;Festel et al, 2014;Moncada et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Virtual laboratory on biomass for energy generation

Redel-Macías

Pinzi

Martínez-Jiménez

et al. 2016

Journal of Cleaner Production

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Section: Introductionmentioning

confidence: 99%

Virtual laboratory on biomass for energy generation

Redel-Macías

Pinzi

Martínez-Jiménez

et al. 2016

Journal of Cleaner Production

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“…Many researchers have studied the challenges and curricula of medical education (5)(6)(7)(8)(9)(10)(11)(12)(13). Some instances suggest that actual mission of higher education curricula has not been fulfilled, including underrating the importance of curriculum development, unfamiliarity of faculty members with curriculum development even in the field of humanities, excessive focus on current conditions and needs of curriculum development while neglecting scholarly foresight, inconsistency of curricula with labor market demands and failure of the curricula to help students gain the necessary information and skills needed for playing an effective role in the labor market (14).…”

mentioning

confidence: 99%

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

Torkzadeh

Keshavarzi

2019

Educ Res Med Sci

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Context: The present study used a strategic approach to develop a conceptual framework for evaluating the curriculum effectiveness, which appears not to be limited to the internal dimension as far as the strategic approach is concerned as a comprehensive, environment-based and future-oriented method including both external and institutional dimensions. Evidence Acquisition: Given that the available information about the effectiveness of medical education curriculum based on a strategic approach is institutionally qualitative, multidimensional and consequential, exploring, extracting and analyzing the related data requires using a qualitative model for dealing with the diversity of resources and information. A review of literature suggested that the cyclical process of analysis is a qualitative research method with the required characteristics consisting of the following phases: (1) Data collection process, (2) data reduction, (3) data organization and analysis, and (4) conclusion (interpretation and conclusion). Triangulation was used to validate the findings of the research method. Results: Certain components of the effectiveness evaluation of medical education curriculum based on a strategic approach include achieving the internal goals of curriculum, satisfying the requirements of the internal environment through curriculum implementation, developing students' knowledge, attitude and skills, the internal coherence and consistency of the curriculum and the internal quality of the curriculum. These components also include fulfilling the goals, social acceptance of the curriculum, significant roles in social development, national self-sufficiency, proper performance and the education system reforms, improving the external image, and the strategic success of medical education curriculum. Conclusions: The results of these comprehensive strategies include knowledge and skill adjustment, professional responsibility, spirit of accepting the change, flexibility, adaptability to the varying environment, optimal use of resources, and receiving feedbacks on the effectiveness of the implemented programs to modify or clarify the goals or strategic selections and decisions.

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“…For Josh, clarifying expectations through clear communication was helpful in adapting the reform. Crujeiras and Jimenez-Aleixandre (2013) found that clearly communicating expectations is helpful in developing scientific competencies in a science curriculum reform in Spain. Spillane 2004 Bourdieu, 1999a, p. 462).…”

Section: Bourdieu Arguesmentioning

confidence: 99%

“…Priestley (2010) notes that uninformed teachers responded to change narrowly and were hesitant to take risks compared to teachers who participated in professional development activities. Contrarily, in Spain, Crujeiras and Jimenez-Aleixandre (2013) observed that the professional development programs for teachers with regards to developing scientific competencies as part of a reform initiative failed to develop these competencies in the students. However, they reasoned that it might be due to the teachers' low motivation for the reform, lack of resources and increased teachers' workload.…”

Section: Forms Of Capital: Support For Reform Enactmentmentioning

confidence: 99%

“…For some teachers it is helpful if the curriculum document sets out clear aims, objectives and expectations rather than general ambiguous ideas to be implemented. Crujeiras and Jimenez-Aleixandre (2013) analysed the Science curriculum reform of 2007 in Spain in terms of developing scientific competencies and higher-order thinking skills. They observed that the presence of scientific competencies in the curriculum document, and the 'sophisticated' and unpacked criteria made the expected performances clearer for teachers.…”

Section: Curriculum Reform: the Objective Structure And Subjective Asmentioning

confidence: 99%

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Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis

Parveen¹

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Education reform is inevitable as governments grapple with a rapidly changing and uncertain world. Under the broader agenda of education reform sits curriculum reform, with much contestation about what curriculum should 'look like'. Should it be centralised, decentralised, nationalised, denationalised, and state-based or school based? The merits and demerits of these various models are frequently debated. The issue of curriculum reform is further Publications during candidature Conference abstracts

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Challenges in the implementation of a competency-based curriculum in Spain

Cited by 9 publications

References 10 publications

Virtual laboratory on biomass for energy generation

Virtual laboratory on biomass for energy generation

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis

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