A1 Journal article (refereed)
Academics’ experiences of university-wide top-down curriculum reform in Finland (2024)

Honkimäki, S., Jääskelä, P., & Tynjälä, P. (2024). Academics’ experiences of university-wide top-down curriculum reform in Finland. Journal of Further and Higher Education, 48(6), 594-607. https://doi.org/10.1080/0309877x.2024.2373725

JYU authors or editors

Publication details

All authors or editors: Honkimäki, Sanna; Jääskelä, Päivikki; Tynjälä, Päivi

Journal or series: Journal of Further and Higher Education

ISSN: 0309-877X

eISSN: 1469-9486

Publication year: 2024

Publication date: 03/07/2024

Volume: 48

Issue number: 6

Pages range: 594-607

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/0309877x.2024.2373725

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/96529

Abstract

Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors’ experiences of curriculum change processes in top-down managed reforms. The present study examined spectrum and qualitative differences in academics’ experiences by analysing seven group interviews (n = 35). Using phenomenographic analysis, four different ways of experiencing the curriculum reform process were identified: (1) stilted adoption, (2) conciliation, (3) active development and (4) collaborative renewal. The categories differed according to six dimensions of variation. The study shows that top-down managed and supported curriculum change was rather well accepted by the academic staff, but several features in the function of the university administration aroused criticism and resistance among academics. By revealing the critical aspects of the curriculum development process, the study provides both a theory of curriculum development from the participants’ point of view and conceptual tools for the management and guidance of curriculum reform.

Keywords: universities; higher education (teaching); curricula; reforms; leadership (activity); staff; experiences (knowledge); group interviews; phenomenography

Free keywords: curriculum change; higher education; academic staff; top-down curriculum reform; phenomenographic analysis

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 1