Applying a quality assurance system model to curriculum transformation: Transferable lessons learned

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Practice points

Curriculum renewal, curriculum transformation and curriculum development are common activities throughout the modern world of tertiary education. As new Medical Schools develop their curricula and others undertake modernisation, the processes of curriculum development and transformation take on individual importance. The complexity of modern medical education is mirrored by the complexity of building the curriculum. The processes of curriculum transformation and development are best supported by a parallel process of total quality management. Quality management ensures an efficient product from an effective process.

Figure 1. DPSIR framework for analysing necessary response by Damascus University.

Table 1.  Opinions* of representatives of employers on the extent to which Damascus University has succeeded on meeting their needs in terms of graduates’ skills and competencies (Centre for Quality Assurance 2007)

Figure 2. Organisational management of the curriculum transformation process.

Figure 3. Capacity building concept for curriculum transformation.

Table 2.  Risks facing successful realisation of curriculum transformation and mitigating measures

Risks	Mitigation
The CQA fails in convincing the University Council to adopt the recommended changes in the legal and institutional frameworks needed to institutionalise curriculum transformation	Ensure University Council ownership when proposing such recommendations
The CQA is viewed to interfere with responsibilities of the Deans and Faculty Councils when playing the role of organisational management for curriculum transformation	Ensure Faculty Deans and Councils are updated regularly about work progress, and are given opportunities to become involved and recommend organisational measures in curriculum transformation
The Faculty Council does not provide members of the EDU with the necessary means and resources to develop their capacities and undertake the necessary work	Ensure Faculty Council has ownership in the transformation process Ensure the EDU presents a work plan with necessary financial allocations to the Faculty Council for their approval
The EDU fails in getting the Faculty Council to adopt recommended changes in curriculum design (e.g. teaching, learning and assessment methods) needed to implement curriculum transformation	Ensure Faculty Councils have ownership in the transformation process and have all attended basic courses on modern educational methods
Trained Faculty members and staff, particularly in the EDU, vacate their positions in the long-term, and no longer participate in curriculum management	Ensure that sufficient number of staff is trained to substitute for Faculty members who withdraw from the curriculum transformation process, and ensure succession planning is an intrinsic activity within each EDU.
The Faculty Council interferes in the assignment of members of the EDU hence impacting its ability to accomplish its tasks efficiently and effectively.	Ensure that strong governance structures are enforced and respected by all.

Centre for Quality Assurance. Evaluation of pedagogic and administrative processes – Mission statement and strategic plan for Damascus University. Damascus University, Syrian Arab Republic 2007

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