Academic leaders are responsible for designing and implementing curricula that will have a significant impact on the lives of our students.

When done thoughtfully and strategically, curriculum development can produce life-changing results, whether it is shaping the future of scientific research or providing a platform for opening conversations about urgent social issues.

This article will examine how leaders in higher education can design programmes with both short- and long-term outcomes in mind.

We will also discuss some of the most common obstacles associated with designing an effective curriculum that produces positive learning outcomes in the present and future.

University Staff Developing Academic Curriculum on the Computer

Introduction to Curriculum Development

Definition and importance of curriculum development

Curriculum development entails the planning, implementation, and evaluation of educational programmes and courses.

Ensuring effective teaching and learning involves establishing learning objectives, selecting content topics, determining instructional methods, and evaluating student outcomes.

Curriculum development can have a significant impact on students’ lives by equipping them with the knowledge, skills, and values necessary for a successful future.

Benefits for educators and learners

Curriculum development provides educators with the opportunity to design meaningful learning experiences that will assist their students in reaching their full potential. It also enables them to stay abreast of the most recent advancements in the field and to provide students with relevant information.

Curriculum development empowers students to become lifelong learners and provides them with the skills, values, and knowledge necessary to shape their future.

Different curriculum development models

In higher education, a variety of curriculum models are available. Among the most prevalent models are:

Each approach has its own advantages and disadvantages, so it is essential to choose the appropriate model for a particular educational programme or course.

Understanding the Steps of Curriculum Development

Curriculum development should always follow a systematic process to ensure successful outcomes.

Phase I: Needs Assessment

The Needs Assessment phase entails establishing the educational goals and objectives for a specific programme or course. This is accomplished by conducting research, collecting data, and analysing trends to determine what students must know for success.

Identifying educational needs

By conducting surveys, interviews, focus groups, and other forms of data collection, it is possible to identify educational needs.

Teachers, students, parents, and administrators should be consulted to gain an accurate understanding of the necessary educational objectives.

Conducting needs assessment and analysis

Identifying the educational goals and objectives is the first step in conducting a needs assessment and analysis.

This can be accomplished by analysing current trends, reviewing existing research materials, consulting with relevant parties, and evaluating student data.

After identifying the educational objectives, it is essential to identify any gaps between expected outcomes and current performance.

This is accomplished by analysing existing data to determine how to bridge the gap between what students currently know and what they need to know for success.

Phase II: Planning and Content Development

The Planning and Content Development phase is crucial for ensuring that educational goals are met.

It requires the selection of content topics, the design of instructional methods, and the creation of materials to support learning outcomes.

Convening a curriculum development committee

To form a curriculum development committee, ensure that its members represent a variety of viewpoints and have extensive subject-matter expertise.

Ensure that all participants understand their roles and the decision-making process. Regular meetings should be held to facilitate ongoing communication and decision-making.

Step 1: Determine the committee’s purpose and identify its members.

Step 2: Once the purpose has been defined, it is essential to establish a timeline for the development process, schedule regular meetings, and determine the decision-making process.

Defining program philosophy and goals

Defining programme philosophy and objectives ensures that all stakeholders have the same understanding of the programme or course’s mission, vision, values, objectives, and outcomes.

Through this procedure, faculty members can develop an understanding of how their teaching will contribute to student learning outcomes and career readiness.

To define programme philosophy and objectives, faculty, staff, administrators, students, alumni, and other relevant stakeholders should collaborate.

This procedure allows for the discussion and consideration of all perspectives prior to making final decisions.

The outcome should be a set of concise statements that articulate the purpose of the programme or course, the expected learning outcomes, and the method for evaluating these objectives.

Sequencing grade-level and course objectives

A key component of curriculum development is the arrangement of grade-level and course objectives. It entails arranging learning objectives in a logical order that builds upon previously acquired knowledge and skills.

This enables educators to provide students with an incremental learning experience, ensuring they have the necessary foundation before introducing more complex concepts.

Educators should examine existing curricula to determine the appropriate difficulty levels for each grade level and use this information as a guide when developing learning objectives.

This will ensure that objectives are attainable and meaningful.

Educators must ensure that learning objectives are aligned with state standards so that students can demonstrate content mastery and be well-prepared for future academic success.

Phase III: Implementation

Putting the new program into practice

After establishing the program’s philosophy and objectives, it is time to put them into action. Creating an implementation plan that outlines the steps necessary to launch the new programme is involved.

The plan should account for factors such as the required resources, potential obstacles or risks associated with the implementation process, and any faculty and staff training requirements.

Ensure that the programme is evaluated adequately throughout its duration so that any necessary adjustments can be made to optimise student outcomes.

Ensuring effective teaching and learning

Focus on creating an environment conducive to learning, including setting clear expectations, providing timely feedback, adopting a student-centred approach to instruction, and providing adequate support and resources.

Incorporate active learning activities into their lessons to engage students and ensure mastery of the subject matter.

Regularly assess student performance to determine where additional support may be required.

Phase IV: Evaluation and Reporting

Evaluation and reporting allow for the monitoring of the program’s success. The faculty can evaluate the extent to which their students achieve the intended learning outcomes and make any necessary adjustments.

Collecting data on student performance enables educators to identify areas for improvement or adjustments that will help optimise the programme and ensure that all students have a successful educational experience.

Assessing the success of the program

Consider both quantitative and qualitative data.

Quantitative data includes the performance of students on assessments and other measures of learning outcomes.

Collecting qualitative data involves gathering information from students, faculty, and staff regarding their programme experiences.

Consider any feedback received during implementation, and use this information to inform future decisions.

Reporting the results

Focusing on providing accurate information about student outcomes and any changes made during the implementation process should be the primary objective of reporting.

Utilise language that is understandable by stakeholders such as administrators, faculty, and parents.

They should be able to comprehend the data and how it can inform curriculum development decisions.

Include future action recommendations that will ensure the program’s continued success.

Updating and revising the curriculum

Given the dynamic nature of higher education, it is essential to ensure that the curriculum remains current.

Review and revise the curriculum frequently to incorporate new trends, technologies, or academic findings.

Consider any feedback received during previous evaluations and use this data to identify improvement opportunities.

Engage faculty, students, and staff in the process of review to ensure that all perspectives are considered.

Consider how new content or changes may impact other programme components, such as assessment and student outcomes.

Essential Considerations for Effective Curriculum Development

Principles of curriculum development

Totality of experiences

According to the totality of experiences principle, learning is most effective when rooted in a holistic context.

This implies that the curriculum should be designed to promote an integrated approach to teaching and learning, taking into account the various ways in which students interact with their environment and learn.

It also encourages educators to provide meaningful cross-disciplinary connections and to consider the interaction of multiple learning modalities.


The student-centred principle acknowledges the significance of taking students’ unique needs, abilities, and interests into account when designing a curriculum.

When applied to instruction, it entails providing students with multiple opportunities to engage with the material in meaningful ways and providing assistance when necessary.

This may involve incorporating active learning activities into lessons, providing alternative assessments, and making accommodations for students with special needs.

Integration and flexibility

The principle of integration and adaptability stresses the significance of designing a curriculum that is both comprehensive and flexible.

It encourages educators to consider learning objectives, course content, instructional strategies, and assessment practises from a holistic perspective. In addition, it recognises the need to adapt to changing educational contexts and student needs.

This involves considering how the curriculum can be adapted to various learning environments and incorporating student participation opportunities in the design process.

Utility and character formation

The utility and character formation principle acknowledges that curriculum should be designed to foster the growth of knowledge, skills, and character.

It emphasises the importance of teaching students both practical skills and a sense of responsibility and ethical behaviour. This may involve incorporating into the curriculum activities that promote critical thinking, collaboration, communication, problem-solving, and creativity.

It should also prepare students for challenges they may face as professionals and citizens in the future.

Curriculum development budget estimates for each step

When developing a budget for the curriculum development process, it is important to account for all costs associated with each step. This includes hiring experts or consultants to assist with curriculum design and evaluation, purchasing any instructional materials or resources, and covering administrative expenses such as staff time.

You should also consider the cost of faculty professional development and training, any technology or technological services required to support instruction, and any additional resources needed for assessment.

Curriculum Development Process Models

Models of the curriculum development process serve as guidelines for the design, implementation, and evaluation of educational programmes.

These steps may include goal setting, needs assessment, curriculum design, implementation, evaluation, and revision.

Each model may differ slightly in terms of the specific activities associated with each step, but they all aim to provide a structured framework for the curriculum development procedure.

Subject-centred model

The subject-centered model is a conventional approach to curriculum development that emphasises the course material.

It involves choosing a specific topic or subject area to teach and then designing learning activities, instructional materials, and assessment strategies around it.

This method emphasises the importance of organising and integrating content knowledge with other subjects and topics.

The subject-centred model can be an efficient method for ensuring that all required material is covered in a course, but it may not always be suitable for meeting students’ learning needs or fostering the development of higher-order skills.

Learner-centred model

The learner-centered model emphasises students’ unique needs and interests.

This method emphasises student choice, voice, and ownership in the learning process by providing them with opportunities to direct their own learning and be actively involved in determining what content they wish to study.

Designing Effective Curriculum

Effective curriculum design is necessary for providing a high-quality learning environment and ensuring that students achieve their desired outcomes.

It entails understanding learning objectives, selecting appropriate content, identifying effective instructional methods, and evaluating student progress throughout the course.

The objective is to create a stimulating learning environment that fosters student development and success.

Course lesson planning and outcomes

Lesson planning for a course involves determining the educational objectives for each lesson, choosing the appropriate content, designing activities and assessment strategies, and organising information cohesively.

Consider both the learning objectives of each lesson and the overall course objectives.

In addition, it is crucial to select instructional materials that are appropriate for student ability levels, to design meaningful learning activities, and to determine how to evaluate student progress throughout the course.

Course delivery tools and methods

Tools and methods for course delivery refer to the strategies used to teach a course.

These can consist of lectures, discussions, group projects, online learning platforms, multimedia presentations, case studies, and more.

The objective is to develop a stimulating learning environment that promotes student engagement and critical thinking.

Consider the learning objectives and choose the appropriate delivery methods to help students achieve their goals.

Assessment mechanisms for evaluation

Evaluation assessment mechanisms include:

These assessments can be used to evaluate student learning, monitor progress, and ensure course objectives are met.

Choose assessment techniques that correspond to the learning objectives of each lesson.

Overcoming Challenges in Curriculum Development

In higher education, curriculum development can be a challenging process.

When developing curricula, it is crucial to maintain flexibility and adaptability, as new challenges may arise and require resolution.

Institutional requirements and constraints

Curriculum design may be hampered by institution-specific requirements and constraints.

It is essential to comprehend and adhere to the rules in place, while also remaining flexible when necessary.

When confronted with a challenging situation, it is beneficial to prioritise learning objectives and focus on developing meaningful and meaningful learning experiences rather than becoming mired in the details.

Time constraints and resource availability

When developing curricula, time constraints and the availability of resources can be obstacles.

To meet deadlines, it is essential to prioritise tasks, develop efficient workflows, and plan ahead.

When faced with limited resources, it is advantageous to seek innovative solutions and maximise what is available.

Utilising technology can be an excellent method for optimising resources and streamlining the curriculum development process.

Gathering and selecting relevant materials

Gathering and selecting pertinent materials can be a time-consuming task, and it is essential to conduct research and evaluate available resources prior to making a choice.

It is advantageous to prioritise learning objectives, consider the student’s abilities and interests, and prioritise quality over quantity when faced with multiple options.

Accountable Instruction System of Curriculum Development

The Accountable Instruction System of Curriculum Development (AIS) is a method for developing educational content that ensures the achievement of learning objectives.

This instructional system requires the establishment of measurable outcomes, the selection of appropriate materials and resources, the development of meaningful learning activities, and the provision of assessment mechanisms for evaluating student performance.

Ensure that the curriculum meets the requirements of the institution and that all materials are of high quality.

Phases of the AIS model

Four phases comprise the Accountable Instruction System (AIS):

  1. Establishing Goals and Objectives: Determine learning objectives, assessment criteria, and a timeline for completion.
  2. Selecting Content and Resources: Collect high-quality, learning-objective-aligned materials.
  3. Developing Instructional Strategies: Create meaningful activities that engage students in the learning process and allow them to apply their knowledge.
  4. Assessing Student Performance: Provide assessment mechanisms to evaluate student performance and verify that course objectives have been attained.

Analysis, design, development, implementation, and evaluation

  1. Analysis involves collecting data on current curricula and student needs in order to determine how to best meet learning objectives
  2. Design entails the creation of an instructional plan that outlines the course’s structure, selection of materials, and evaluation procedures.
  3. Development involves creating instructional activities that engage students in the learning process and allow them to apply their knowledge.
  4. Implementation entails delivering the curriculum into the classroom and providing students with instructions and direction.
  5. Evaluation entails assessing student performance to ensure that course objectives have been met and to modify the curriculum as necessary.

Linking Faculty Development and Curriculum Development

Identifying the relationship between the two

There is a close relationship between faculty development and curriculum development.

For students to receive the best possible education, instructors must be equipped with the knowledge and resources necessary for delivering instruction effectively.
By participating in faculty development activities like professional learning communities, workshops, seminars, and conferences, instructors can remain current on the most recent instructional strategies and technologies.

Similarly, faculty development activities can support curriculum development by providing instructors with ideas for designing effective and engaging learning environments.

Benefits of linking faculty development and curriculum development

Connecting faculty development and curriculum development can result in numerous advantages, including:

Through this connection, institutions can better prepare their instructors to deliver effective instruction while also enhancing student outcomes.

Conclusion: Achieving Future Impact through Curriculum Development

Curriculum development is a crucial process for colleges and universities.

By establishing clear learning objectives, selecting appropriate content and resources, developing instructional strategies, and evaluating student performance, institutions develop meaningful learning experiences that enable students to realise their full potential.