Chapter 5

Determining the Need and Gaining

Faculty and Stakeholder Support for Curriculum

Development

Overview

• Even though a need for curriculum revision may be advisable and seemingly obvious, it is necessary to give consideration to the support that can be obtained by those who would be involved.

• Since faculty members have the main responsibility for curriculum development, their support is essential.

Determining the Need for Curriculum Development

• The need for curriculum revision often becomes apparent to a small group of faculty.

• It is important to address a few central ideas when seeking support from colleagues:– Reasons why curriculum development is needed– Extent of curriculum development required– Participants– Possible timelines

Determining the Need for Curriculum Development (cont.)

• Reasons for curriculum development– Factors that may influence faculty to consider the

possibility of curriculum development include:• Availability of resources• Faculty numbers, expertise• Student profiles• New ideas introduced by stakeholders• Discontent with the status quo• Results of internal curriculum review• Results of external program reviews

Determining the Need for Curriculum Development (cont.)

• Reasons for curriculum development (cont.)– Examples of changing circumstances that could

inspire curriculum development include:• Changes in academic policy, priorities• Institutional budget changes• Educational technologies• Changes in library resources and services• Faculty and staff contracts

Determining the Need for Curriculum Development (cont.)

• Reasons for curriculum development (cont.)– Outside factors can spur curriculum development:• Nursing, educational paradigm changes• Organization of nursing education at state level• Graduates’ success rates on licensure exams• Competition from other schools• Enrollment demand• Change in accreditation or approval standards• Profile of nursing workforce• Healthcare environment, health agency priorities

Determining the Need for Curriculum Development (cont.)

• Extent of curriculum development– Thought should be given to the extent of

curriculum development necessary. – Development can encompass:• Creation of a completely new, reconceptualized

curriculum.• Significant revision of an existing curriculum.• Limited revision of an existing curriculum to correct

identified gaps, or overlaps.

Determining the Need for Curriculum Development (cont.)

• Extent of curriculum development (cont.)– When determining whether to revise or recreate,

the following factors should be considered:• How long ago was existing curriculum revised?• Nature and extent of altered circumstances in the

school and beyond• Faculty members’ emotional and intellectual

investment in existing curriculum• Faculty energy for change• Results of ongoing curriculum evaluation• Sources of discontent with existing curriculum

Determining the Need for Curriculum Development (cont.)

• Timeframe for curriculum development– Several factors must be assessed when

considering the start and completion dates:• Urgency of the curriculum redesign• Faculty knowledge of development processes• Annual work cycle, number of full-time faculty• Culture of the school and parent institution• How fast are decisions made at the institution• Amount of time faculty can devote to the endeavor,

and time required to overcome resistance

Gaining Faculty and Stakeholder Support for Curriculum Development• Curriculum development cannot proceed with

support of only a few faculty members.• Generally, all those who will be affected by

changes should be involved in planning.• Support of faculty colleagues is a must.• School leadership support is a prerequisite for

starting curriculum development work.• Students, educational partners, healthcare

clients, administrators should also be sought.

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from faculty colleagues– Appeal to both logic and values.– Appeals to logic include:• Clear articulation of why revision is necessary• Specifically identify deficiencies with factual data• Requirement to provide curriculum responsive to

healthcare, societal needs• Suggest ideas about possible alternate curricula• Stress anticipated positive outcomes• Enhanced appeal of school to faculty, applicants

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from faculty colleagues

(cont.)– Appeals to values include:• Opportunity to shape curriculum• Professional growth, competent graduates,

enhancement of school’s prestige, innovative status• Enhancement reputation of individuals school• Possible negative consequences of avoiding curriculum

development

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from faculty colleagues

(cont.)– Should colleagues be approached individually, or

collectively when presenting ideas?• Fully assess advantages and disadvantages of individual

versus collective approach.• Decide which approach will be most productive for

specific faculty groups.• A combination may be appropriate.

– Listening to colleagues cannot be overstated.

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from the school leader– School leader’s support is a must before

curriculum work can begin. – Matters to be discussed with the leader include:• Need for curriculum development• Extent of support• Leadership of curriculum development• Timelines• Effect on other work within the department• People to be involved, and resources needed• Positive consequences of curriculum development

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from community and

healthcare stakeholders– Community and healthcare partners may be

experiencing same challenges as school.– Meetings with school’s affected community

members and stakeholders can be productive in obtaining support for curriculum development.

– Shared challenges, current curriculum limitations, ideas from stakeholders, and stakeholder involvement are items that can be discussed.

Gaining Faculty and Stakeholder Support for Curriculum Development (cont.)• Gaining support from students– Student support for curriculum development is

generally readily given, with rapid action on their ideas expected.

– Support can be sought through nursing student councils, or bring class time meetings.

– Faculty should emphasize to students that curriculum work takes time, and instantaneous changes cannot be expected.

Responding to Initial Objections

• Those seeking faculty support for curriculum development may encounter objections:– Challenge to reasons for curriculum development– Satisfaction with current curriculum– Fear of losing treasured parts of the curriculum– Time constraints– Fears that scholarship will be negatively affected– Apparent lack of resources– Lack of support for faculty proposing change

Responding to Initial Objections (cont.)• Responses to objections can include:– Present compelling reasons for change– Emphasize the importance of student success,

being on cutting edge, and personal growth– Aspects of current curriculum may be retained– Present possible funding opportunities, work

assignment changes, and influence in process – Curriculum development is a role responsibility– Resources will be discussed with school leader– Choose credible faculty to lead change

Deciding to Proceed with Curriculum Development

• Not all objections will be overcome, and not all faculty members will endorse action.

• After majority and leadership support is secured, development should move forward.

• Faculty support is essential.• Stakeholders, students, and those beyond

school of nursing should be notified of decision prior to proceeding.

Core Processes of Curriculum Work

• Faculty development– Discussions on need likely to be informal.– What curriculum design will mean should be

discussed in effort to secure endorsement.• Ongoing appraisal– Reactions should be appraised, and approaches

for gaining support revised as necessary• Scholarship– Retrospective report/analysis on process.