From consultation and collaboration to consensus: introducing an alternative model of curriculum development

ABSTRACT

Scholarly discourses call for curriculum development to be democratic and collaborative, include multiple stakeholders’ perspectives, and aligned to values that promote the professional, social, and public good. Despite this, curriculum development remains an internal process: a situation challenged by a greater emphasis on employability. This paper reflects on a consensus model of curriculum development in health professions, based on constructivist principles, where internal and external stakeholders’ voices were incorporated and valued. A framework is presented to support a consensus model of curriculum development that is more likely to represent the socio-political context in which the future graduate may be employed.

KEYWORDS:

• Consensus approach
• curriculum development
• employability
• stakeholder engagement

Acknowledgments

The authors wish to acknowledge the work of the steering committee and the students and staff who gave their time to support this process.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christine Brown Wilson

Christine Brown Wilson (SFHEA) led the curriculum renewal for nursing, midwifery, and social work as Director of Teaching and Learning at the University of Queensland. Christine now works at Queens University, Belfast leading curriculum development, student support, and quality processes. Christine undertakes international research in e-learning, digital literacy, and curriculum development.

Christine Slade

Christine Slade (PFHEA) is a Lecturer in Higher Education in ITaLI, at the University of Queensland. She holds a PhD in institutional capacity to address complex problems and has an international profile in the Scholarship of Teaching and Learning. Her research includes curriculum development, digital capability, and academic integrity.