Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy

Abstract

The aim of this conceptual review study is to give guidance to curriculum developers when they conceptualise and organise curricula. Three curriculum classification principles and procedures for institutions in higher education were identified in this review study. Content classification puts emphasis on the identification, conceptualisation, and structuring of subject matters or content. Within the top-down approval classification, special committees are assigned to approve course proposals. Mapping classification can be divided in loosely-structured methods, or more structured mapping and clustering strategies, in order to identify the coherence within a curriculum. These classification principles and procedures can be used in addition to each other, or separately. The three-dimensional categorisation in this study reveals considerations for curriculum design processes.