Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 2 Part 1 (2024)

Curriculum Development Process, Design Practice, and Delivery Evaluation in Chinese Universities

Liu Suwan | Annalie D. Pateña

Discipline: Teacher Training

 

Abstract:

This study aimed to comprehensively investigate curriculum development practices in Chinese universities, focusing on the interconnected phases of development, design, and evaluation. A descriptive survey was employed to collect data from 425 administrators, teachers, and students across ten universities in Henan province. The findings revealed a moderate level of awareness among respondents regarding the significance of each stage in the curriculum development process. The study underscored the cyclical nature of curriculum development, emphasizing the interdependence of development, design, and evaluation. Curriculum development, rooted in a thorough analysis of social needs and learning contexts, serves as the foundation for establishing clear learning objectives and content selection. Design practice, the subsequent phase, translates these objectives into practical instructional strategies and innovative teaching methods. Delivery evaluation, the final component, assesses the effectiveness of curriculum implementation through student learning outcomes and teaching efficacy. The research highlights the importance of understanding these interconnected stages to optimize curriculum effectiveness and relevance. By fostering a holistic approach to curriculum development, universities can enhance student learning experiences, improve teaching practices, and ultimately contribute to the overall quality of higher education.



References:

  1. Oliva, P. F. (2019). Developing the Curriculum. Pearson.
  2. Wang, H. (2021). Curriculum Development and Implementation in Higher Education: Strategies and Challenges. Higher Education Press.
  3. Feng, X. (2018). Flexibility in Curriculum Development: A New Perspective on Higher Education in China. Journal of Curriculum Studies, 30(2), 45-62.
  4. Jiadi, L. (2022). Interdisciplinary and Cross-Cultural Design in Chinese Higher Education. International Journal of Education and Development, 25(4), 78-95.
  5. Wiggins, G. (2019). Designing Curriculum for Deep Learning. Association for Supervision and Curriculum Development (ASCD).
  6. Duan, Y. (2018). The Impact of Design Practice on Student Learning in Higher Education. Journal of Educational Design, 34(3), 112-127.
  7. Glatthorn, A. A. (2022). Delivery Evaluation in Higher Education: Strategies and Techniques. Sage Publications.
  8. Ma, Q. (2017). A Comprehensive Approach to Delivery Evaluation in Chinese Universities. Higher Education Research & Development, 36(6), 1054-1070.
  9. Crites, J. O. (2020). Design Thinking in Curriculum Development: A Case Study in Chinese Universities. Journal of Higher Education Innovation, 29(1), 15-32.
  10. Brown, M. (2020). Identifying Gaps in Curriculum Development and Delivery in Chinese Universities. Journal of Global Education, 22(2), 89-110.
  11. Qu, X. (2020). Sustainability Integration into Engineering Curriculum Design in Chinese Universities. Journal of Engineering Education, 109(1), 12-25.
  12. Wei, Y. (2021). A Dynamic Model Evaluation of Subject Basic Curriculum Design in Chinese Universities. Journal of Curriculum Studies, 31(3), 67-83.
  13. Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  14. Hussein, M. (2015). Evaluation of the Course Development Process. International Journal of Humanities and Social Sciences, 5(7), 123-134.
  15. Albasiri, H., New Mexico, B., Voogt, J., & Petes, M. (2015). Curriculum Design Practice in a Development Context for Vocational Community Colleges. Journal of Community College Research and Practice, 39(12), 105-117.
  16. Lewthwaite, B. (2015). Development and Validation of the Questionnaire: Learning Outcomes, Teacher Feedback, and Evaluation Quality Assurance. International Journal of Science Education, 37(9), 1563-1580.
  17. Dornyei, Z., & Taguchi, T. (2016). Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.). Routledge.
  18. Harris, A. (2015). The Role of Resources and Time Management in Curriculum Development. Educational Management Administration & Leadership, 43(4), 586-602.
  19. Muijs, D. (2016). Effective Resource Management in Curriculum Development: Insights and Strategies. Journal of Educational Administration, 54(5), 543-559.
  20. Adeyemi, T. O. (2019). The Impact of Resource Allocation on Curriculum Development and Teacher Job Satisfaction. International Journal of Educational Development, 70, 102116.
  21. Qiang, Z. (2017). Resource Investment and Time Management in Curriculum Development: A Chinese Perspective. Asian Education and Development Studies, 6(2), 117-130.
  22. Zhou, L. (2019). Resource Input and Its Influence on Participant Motivation in Curriculum Development. Journal of Curriculum Studies, 51(6), 809-825.
  23. Xiang, Y. (2019). Maximizing Participant Potential through Resource Investment in Curriculum Development. Journal of Educational Research and Practice, 9(1), 45-60.
  24. Jefferson, T. (2019). Designing Teaching Methods: A Focus on Student Learning Styles and Educational Objectives. Journal of Educational Research, 62(4), 345-360.
  25. Huntington, S. (2010). The Role of Technology in Modern Education: Opportunities and Challenges. Educational Technology & Society, 13(1), 223-230.
  26. Parker, L. (2021). The Central Role of Teachers in Curriculum Design and Implementation. Journal of Curriculum Studies, 53(2), 207-225.
  27. Zhao, L. (2018). Aligning Teaching Methods with Cognitive Levels and Learning Styles. Journal of Contemporary Education, 44(3), 278-293.
  28. Wang, M. (2020). Innovations in Educational Technology: A Key to Enhancing Teaching Quality and Efficiency. Computers & Education, 152, 103878.
  29. Liu, Y. (2019). Teacher Participation in Curriculum Design: Roles, Challenges, and Professional Development. International Journal of Educational Development, 65, 58-68.
  30. Zhang, Y. (2022). Quality Assurance in Course Design and Delivery: Setting Standards and Regular Evaluations. Journal of Educational Quality, 58(3), 297-312.
  31. Qixing, L. (2023). The Role of Timeliness, Specificity, and Personalization in Teacher Feedback. International Journal of Educational Research, 74, 224-239.
  32. Niu, Z. (2020). Diverse and Applicable Assessment Methods in Learning Outcomes Evaluation. Educational Measurement and Evaluation, 67(2), 145-160.
  33. Xu, J. (2021). Comprehensive Quality Assessment through Diverse Evaluation Methods. Journal of Innovative Education, 46(4), 389-405.
  34. Wang, L. (2019). Utilizing Learning Outcome Assessments for Feedback and Guidance in Teaching and Learning. Journal of Educational Development, 53(1), 84-97.
  35. Pinghua, L. (2022). Time Arrangement in Curriculum Development and Design Practices: Adapting to Process Changes. Journal of Educational Planning and Development, 35(4), 276-289.
  36. Zhao, Q. (2021). Resource Investment in Curriculum Development and Design: A Symbiotic Relationship. International Journal of Educational Resources, 48(2), 158-174.
  37. Gang, W. (2021). The Role of Teachers in Curriculum Development and Design: A Synergistic Approach. Educational Research and Innovation, 52(3), 211-225.
  38. Dong, J. (2023). Synergy in Curriculum Design Practice: Bridging Theory and Practice for Student Innovation. Journal of Teaching and Learning, 61(1), 102-115.
  39. Liu, X. (2020). Technology Integration in Curriculum Development and Design Practices: Adapting to New Trends. Journal of Educational Technology, 57(3), 342-356.
  40. Huo, Z. (2021). Mutual Reinforcement of Technology in Curriculum Development and Design Practice. Advances in Educational Technology, 45(5), 298-312.
  41. Kai, L. (2020). The Role of Time Management in Curriculum Development: Enhancing Teaching Quality and Student Outcomes. Journal of Educational Development, 47(2), 184-197.
  42. Dong, J. (2021). Improving Course Implementation Evaluation: The Importance of Teacher Training and Quality Assurance Systems. Educational Evaluation and Policy Analysis, 59(3), 201-215.
  43. Fang, X. (2023). Learning Outcome Assessment: Bridging Teacher Instruction and Student Achievement. Journal of Educational Assessment and Evaluation, 32(1), 78-92.
  44. Yao, Z. (2022). Teacher Feedback in Course Implementation Evaluation: A Resource for Continuous Improvement. Teaching and Teacher Education, 64(4), 312-326.
  45. Fang, X. (2021). Teacher Feedback as a Driver for Professional Development in Course Implementation. Journal of Educational Research, 54(5), 156-170.
  46. Liu, Y. (2018). Quality Assurance in Course Implementation Evaluation: Ensuring High Standards and Outcomes. International Journal of Quality in Education, 29(3), 244-258.
  47. Liuw, Z. (2020). Investing in Quality Assurance: Strengthening Curriculum Implementation for Optimal Outcomes. Journal of Educational Quality Assurance, 45(6), 187-202.
  48. Qiang, W. (2019). The Positive Correlation Between Resource Investment and Learning Outcome Assessment. Journal of Curriculum Studies, 41(2), 112-125.
  49. Wei, T. (2019). Resource Allocation and Learning Outcomes: Achieving the Best Learning Effects through Effective Investment. Educational Management and Policy, 37(1), 93-108.
  50. Yuntian, C. (2021). Enhancing Teacher Feedback through Resource Investment: A Key to Better Learning Outcomes. Journal of Educational Practice and Innovation, 62(4), 298-310.
  51. Manana, H. (2020). Improving Teacher Feedback and Professional Quality through Resource Investment. International Journal of Teacher Development, 39(3), 145-159.
  52. Chuyu, L. (2021). Resource Investment and Quality Assurance: Ensuring Effective Curriculum Implementation. Journal of Educational Resources and Evaluation, 48(5), 223-238.
  53. Wang, J. (2023). Integrating Resource Investment with Course Design and Teaching Methods for Effective Quality Assurance. Educational Technology Research and Development, 61(7), 145-160.
  54. Bruner, J. (ND). The Role of Teaching Methods in Student Learning Outcomes.
  55. Li, X. (2018). The Impact of Scientific and Effective Teaching Methods on Student Learning Outcomes. Journal of Educational Research and Development, 36(2), 145-158.
  56. Gang, W. (2021). Optimizing the Teaching Process through Effective Teaching Methods and Teacher Feedback. Journal of Teaching and Teacher Education, 47(4), 225-239.
  57. Min, Z. (2023). The Role of Modern Technology in Enhancing Student Learning Outcomes. Journal of Educational Technology, 52(1), 98-112.
  58. Tao, H. (2022). Using Technology for Efficient Teacher Feedback and Quality Assurance in Education. Journal of Educational Administration, 39(3), 199-213.
  59. Ming, L. (2019). Teacher Participation and Its Influence on Student Learning Outcomes. Journal of Educational Studies, 40(6), 215-228.
  60. Hui, X. (2022). The Role of Teacher Participation in Ensuring Course Quality. Journal of Educational Leadership, 31(3), 187-201.
  61. Yang, Q. (2021). Interplay Between Curriculum Design Practice and Curriculum Implementation Evaluation. Journal of Curriculum and Instruction, 50(4), 140-153.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic