Responsive curriculum development: which factors support breaking through institutional barriers?

Figures & data

Figure 1. Linear and interactive model for responsive curriculum development.

Figure 2. Cluster map solution.

Table 1. Factors, subtopics, and illustrating quotes.

Factors	Sub-topics	Illustrating statements
(1) A vision of education and learning	Curriculum vision, desirable content, coherence and the structure of the curriculum	‘Focus on constructive alignment (the coherence between learning objectives, assessment methods and learning activities)’. (69) ‘Determine not only the content but also the desired depth of curriculum components’. (1) ‘An open curriculum’. (4)
(2) A continuous and iterative development process	Smart policy design and policy alignment, continuous, iterative and participatory development processes	‘Including examination boards in curriculum development’. (59) ‘Curriculum development is an iterative process’. (96) ‘Participative design with all parties involved (the professional field, students, teachers, users)’. (33)
(3) Teamwork	Ownership, team composition, team competencies, communication, agency	‘Ownership of the entire team’. (19) ‘Curriculum development with teams consisting of a mix of didactic, educational, and assessment experts and professionals from the associated professional practice requires good communication to keep them connected’. (28) ‘Stay ahead! Ensure that all stakeholders of the curriculum participate in future-oriented developments in professional practice’. (79)
(4) Involving stakeholders	Which stakeholders to involve, when to involve them and sustainable relations	‘Build sustainable relationships with internal and external stakeholders’. (81) ‘Develop through co-creation; involve all (internal and external) stakeholders from the outset: in needs analysis, trend analysis, design, development, implementation, and evaluation’. (97)
(5) A conducive environment and conditions	Knowledge and professional development, (financial) resources, (measurable) results, flexibility in and/or relinquishing existing doctrines, principles and frameworks, tranquillity	‘Relinquishing existing doctrines’. (65) ‘Ensure sufficient knowledge and the professional development of the team and team members. Combine curriculum development with the professional development of the team’. (98) ‘Facilitate teams regarding time and (financial) resources’. (72)
(6) Agency	Self-efficacy, flexibility and a flexible mindset, vigour, willingness to change, leadership, challenging deeply ingrained beliefs, traditions or established practices	‘Knowledge, self-efficacy, capacity and flexibility of teachers’. (82) ‘Demonstrate educational leadership by relinquishing existing ‘doctrines’. (31)‘Flexibility regarding one’s mindset’. (57)

Figure 3. Ladder graph.

Figure 4. Framework factors of a responsive curriculum development process.

Figure 5. Framework factors in the current (traditional) situation.