A qualitative study applying Bourdieu’s concept of field to uncover social mechanisms underlying major curriculum reform

Abstract

Purpose

Planning committees play a key role in blueprinting major curriculum reform. In this qualitative study, we apply Bourdieu’s sociological concept of field to the perceptions of committee members to identify the social mechanisms operating in major curriculum reform.

Method

A planning committee with 18 members developed a blueprint for major curriculum reform at the Charité Berlin in its transition from a discipline-based programme to a fully integrated undergraduate medical programme. Interviews with 13 members about their experiences were subjected to inductive–deductive content analysis.

Results

Viewed through a Bourdieuan lens, the curriculum committee represents a social field of intense competition and conflicts. Groups of committee members struggled for and with different forms of economic, cultural and social capital to maintain and increase their power and social position in the medical programme. In our case, the major reform was accompanied by loss of power within the teaching department group, while the student group gained power.

Conclusion

Bourdieu’s concept of field reveals that a major curriculum reform is substantially shaped by power struggles over various forms of capital and social positions related to the future curriculum. The findings may serve as a complementary guide for those navigating the complexity of major curriculum reform.

Keywords:

• Curriculum reform
• curriculum committee
• Pierre Bourdieu
• social theory

Acknowledgements

The authors wish to thank Tanja Hitzblech for her valuable contributions to the study design and interview guide as well as Krista Loo for the commitment she demonstrated to the research process by conducting and transcribing the interviews. The authors also thank all participants for taking part in the interviews and for sharing their experiences.

Ethical approval

The study protocol received approval from the Charité Ethics Board on September 9, 2015 (No. EA4/096/15).

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Curriculum Reform: It is a radical change, not only of curriculum design and structure, but may also involve shifting educational philosophies (e.g. towards a different approach such as more learner-centered) and changes to common practices (e.g. reduction in lectures, shift to small group learning).

McKimm J, Jones PK. 2018. Twelve tips for applying change models to curriculum design, development and delivery. Med Teach. 40(5):520–526.

Curriculum Committee: The curriculum committee is the standing committee of the faculty that is responsible for the approval and oversight of a coherent curriculum that reflects the educational goals of its College of Medicine. It provides the principle forum for discussion of all curricular issues for the college and exercises a critical leadership function through the encouragement of reform and innovation.

Whalen JP. 1993. Elements of an Effective Medical School Curriculum Committee. Acad Med. 68(4):255–257.

Additional information

Funding

The study was funded as part of the initiative ‘Hochschulpakt MSM 2.0’ by the foundation ‘Bundesministerium für Bildung und Forschung.’ Researchers AF and MA were financed through this fund. The funding body had no influence on the design of the study and the collection, analysis, and interpretation of the data or on the preparation of the manuscript.

Notes on contributors

Anne Franz

Anne Franz, M.A., is an educational scientist, doctoral fellow and research associate at the Dieter Scheffner Center for Medical Education and Educational Research, Dean’s Office of Study Affairs, Charité – Universitätsmedizin Berlin, Germany.

Miriam Alexander

Miriam Alexander, Dipl.-Psych., is a psychologist and research associate at the Dieter Scheffner Center for Medical Education and Educational Research, Dean’s Office of Study Affairs, Charité – Universitätsmedizin Berlin, Germany.

Asja Maaz

Asja Maaz, Dr. rer. medic., is a psychologist and senior researcher at the Dieter Scheffner Center for Medical Education and Educational Research, Dean’s Office of Study Affairs, Charité – Universitätsmedizin Berlin, Germany.

Harm Peters

Harm Peters, MD, MHPE, is a professor of medical education at the Dieter Scheffner Center for Medical Education and Educational Research, Dean’s Office of Study Affairs, Charité – Universitätsmedizin Berlin, Germany.