Stakeholder-centered development of new curriculum content in higher education
A case study in creating a course on the green and digital transformation of SMEs
Bibliographic Data
| ID | 4098504 |
|---|---|
| Authors | Aleksandra Gaweł (0000-0002-7426-3474, Department of International Competitiveness, Poznań Univeristy of Economics and Business, Poznań, Poland, corresponding author), Marco Giovannetti (0000-0002-9658-1705, University of Macerata), Grazia Li Pomi (University of Macerata), Magdalena Stefańska (0000-0002-2620-9617, Poznań University of Economics and Business), Iwona Olejnik (0000-0002-2019-0580, Poznań University of Economics and Business), Barbara Kulaga (Marche Polytechnic University), Elena Cedrola (0000-0002-3382-5055, University of Macerata) |
| Year | 2024 |
| Volume | 49 |
| Issue | 11 |
| Pages | 2133-2152 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2023.2293923 |
| OpenAlex | W4390228165 |
| Language | EN |
| Citations received | 3 |
| References cited | 61 |
Universities should increasingly collaborate with industries and international counterparts to meet the needs of students, businesses and other stakeholders. However, the literature has not provided a comprehensive response to these aspects of curriculum development. This study has two objectives: to propose a method of curriculum content development in higher education according to the stakeholder-centered quality assurance model and to verify this method based on a case study of a course on the green and digital transformation of small- and medium-sized enterprises (SMEs), as a new development trend. Based on the collaboration of institutions from five EU countries, including faculties and students from four universities, representatives of SMEs, non-governmental organizations and quality assurance institutions, a curriculum development process is proposed, and tested, and then, its implications are discussed. Including the perspectives of different international stakeholders, and integrating qualitative and quantitative methods, the process of curriculum content development is created. It consists of three stages: (1) the initial content proposition, (2) the initial modules and unit proposals, and (3) the final curriculum content. This process benefits from considering the viewpoints of diverse educational stakeholders and ensuring international consistency in curriculum content. While testing this process, the program content in the field of green and digital transformation of SMEs is created, and divided into four education modules, each consisting of three units, with all together 29 topics. Both the process of developing new curriculum content and the program for the green and digital transformation of SMEs can be implemented in the business higher education context
Business · Content analysis · Curriculum · Curriculum development · Digital transformation · Higher education · Knowledge management · Pedagogy · Political science · Public relations · Quality assurance · Sociology · Stakeholder · Computer Science · Digital Transformation in Industry · Sustainability in Higher Education · University-Industry-Government Innovation Models · Marketing
IBM SPSS Statistics 23 Step by Step
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |