Overview of possible (general) quality criteria of a curriculum in higher education

In curriculum development we try to improve an existing or design a new  curriculum. From literature and experiences a number of quality criteria can be formulated which should be elaborated when (re)designing the curriculum. In the curriculum development project the criteria are operationalized/adapted in the specific context of the curriculum to be (re)designed. Also, the possibilities how to meet the criteria are formulated during the development and design project.

Why is this necessary? In research and evaluation projects a number of curriculum design rules could be formulated. However, the first rule is that all curriculum project are different and the projects are always complex, there are no standard solutions. So by applying the insights of the research and evaluation projects in the specific context of the (re)designed curriculum the  evidence  and experiences of other projects is used in a practical but intelligent manner.

This means that the quality criteria between different curricula will be different.

For purpose in a curriculum project in higher education in the Netherland I reformulated the criteria in questions.

1. Social and academic integration has a stimulating place in the curriculum.
2. The possibilities for personal development as a student are sufficiently selected and organized.
3. The practicality of the curriculum activities is sufficient for the students, teachers, supporting staff and the management.
4. The curriculum design  engage the students to study seriously.
5. The transition of students from VO to HO and the study choice is well supported in the courses and through the supporting staff.
6. The curriculum program will achieve the formulated aims and learning objectives (effectiveness).
7. The study progress, the testing and the finalization of the bachelor (or master) is aligned with the curriculum program and aims.
8. The curriculum is  coherent, consistent and well described.
9. The curriculum program and aims are transparent for the students, the teachers, the management and the external stakeholders (including NvAO).
10. The curriculum is scalable: it can be successfully used for small and large groups of students.
11. The curriculum the sustainable: it remains successful over an extended period of time.
12. The arrangements for intern and external quality assurance are well tuned with the curriculum development project.
13. Specific needs or problems are defined. For example how to cope courses with a very low success rate, the need to focus on specific research or professional competences.

maar ook
vaardige docenten, faciliteiten, supporting staff

These questions/quality criteria should be described systematically:

definition: what do we means with the criterion?

Results form research and/or practical experiences in other curricula

How to improve or realize the criterion effective, efficient, supporting engagement students (and practicality)

Special tasks teachers and supporting staff / special facilities