Change in Student Perceptions of Course and Instructor Following Curriculum Change

Abstract

Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.

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“…Agrawal et al. (2020) did measure this distinction and discovered that radical curriculum changes that deviate from existing norms and student expectations tend to be met with dissatisfaction initially. They also noted that the degree of dissatisfaction is likely to be proportional to the size of the curricular change.…”

“…This certainly aligned with our findings from student qualitative student. Resistance occurs for a number of reasons, including that students may not fully perceive the value of a new curriculum, may not feel confident in their ability to master the required skills to meet the change, or may feel stressed regarding the additional work that the change will require (Agrawal et al., 2020). Considering this, it is critical to evaluate a curricular change over multiple years to determine its true value.…”

“…Considering this, it is critical to evaluate a curricular change over multiple years to determine its true value. With each year that a new program continues, the knowledge of what was done previously will continue to fade (Agrawal et al., 2020), and the change will slowly become accepted as part of the new norm, increasing student buy‐in with each subsequent year (Agrawal et al., 2020; Shaw et al., 2019).…”

“…This will give students time to recognize the curricular change as a part of the program framework, and it will give faculty time to make improvements to accommodate for barriers identified with implementation. It is equally important for program administrators to provide strong support to faculty who are implementing the curricular change to ensure that it is not terminated prematurely (Agrawal et al., 2020). This long‐term commitment is vital to ensuring an innovative program that considers the impact of curriculum changes on the student experience.…”

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“…Perception is a person's view in assessing and determining attitudes towards an event or policy. Student perceptions of new curriculum changes are the first step in determining student attitudes and they can be change after implementation occurs(Agrawal et al, 2020).…”