The Degree of Faculty Preparation for the Implementation of Validation and Change in Academic Curriculum (Case Study: Faculty of Electrical Engineering, University of Tehran)

Document Type : Research Paper

Authors

1 Department of Methods and Curricula - Faculty of Psychology - University of Tehran

2 Faculty of Electrical and Computer Engineering - University of Tehran

Abstract

Iran higher education system has emphasized the necessity for validating, reviewing, changing, and improving of the academic curriculum as the strategies for enhancing the quality of university education. In this regard, faculty members play the most significant role in implementing new academic curricula and could facilitate the success or failure of accreditation of academic curricula. Therefore, the aim of this research is to determine the levels of faculty members’ preparation for implementing Accreditation and change in academic curriculum from their viewpoints. The research method in this paper is quantitative and the data collection is conducted within a descriptive-survey method. The statistical population of this study includes the faculty members of Faculty of Electrical Engineering, University of Tehran. According to Morgan table, 50 individuals are selected randomly from the statistical population as the statistical sample. The instrument of this research is a researcher-made questionnaire composed of 20 items, with Cronbach's alpha coefficient of 0.88 and the coefficient of validity is confirmed by the experts in the field. The collected data are analyzed through descriptive statistics and Xi-dual inferential statistics. The findings of this study reveal that the majority of faculty members believe that the university has done very limited practices for increasing their awareness toward the goals of Accreditation and changing academic curriculum, changing their attitudes toward Accreditation and new curriculum, in line with changing curriculum, increasing their skill in changing their teaching method and increasing their skill levels in assessment methods.

Keywords

References

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Journal of higher education curriculum studies
Volume 9, Issue 18 - Serial Number 2
February 2019
Pages 159-173

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