A Service Oriented Perspective in Higher Education Curriculum Evaluation


The work being done to evaluate higher education curriculum covers a wide area, but this study will focus on the service perspective, in which higher education organizations evaluate the important holistic factors in higher education curriculum evaluation. The aim of this paper is to highlight the gap between the traditional knowledge - including skills and abilities (both theoretical/academic) and work done on evaluating higher education curriculum - and the service oriented experiences proven to add value in other industries. The idea is to build a case for a service-oriented framework for evaluating higher education curriculum and see how curriculum evaluation in higher education from a service orientation perspective might change the nature of academic work in higher education. The need to understand and assess curriculum evaluation decisions has never been greater. Public and private academic institutions expect an environment where curriculum decision-making processes for education and training are based on well-defined and accounted-for practices, which delivers justification and value to the decisions. At the same time, academic faculty are operating in a new, constantly changing, competitive market where demand for higher education curriculum changes and proactive evaluation processes and systems can no longer be taken for granted. With traditional evaluation systems up and running in higher education, the challenge imposed by the environment of these academic institutions is to be flexible and responsive. They must have in place systems and management processes which ensure that the needs and expectations of their stakeholders are met and which promote value generation.

Author Information
Maurice Abi Raad, Rabdan Academy, United Arab Emirates
Russell Tytler, Deakin University, Australia
Shaun Rawolle, Deakin University, Australia

Paper Information
Conference: ECE2016
Stream: Educational Policy, Leadership, Management and Administration

This paper is part of the ECE2016 Conference Proceedings (View)
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Posted by James Alexander Gordon