Journal of higher education curriculum studies

Journal of higher education curriculum studies

An Analysis of the Dimensions and Components Affecting the Design of a Responsible Curriculum Model in Higher Education

Document Type : Research Paper

Authors
1 PhD student in Educational Sciences, majoring in Higher Education Development Planning
2 Professor, Department of Educational Sciences, University of Mazandaran
3 Associate Professor, Department of Educational Sciences, University of Mazandaran
10.22034/hecs.2025.526013.2013
Abstract
 In recent years, accountability has become one of the key issues in all organizations, and the higher education system is no exception. Universities, given their broad missions, play a pivotal role in many fundamental societal issues. This responsibility is primarily realized through the curriculum, a platform that is referred to in the academic literature as the “responsible curriculum.” The responsible curriculum seeks to integrate the diverse perspectives of stakeholders—including students, industry, and society—into the governance structures, research, and educational priorities of universities, thereby providing timely, effective, and contextually relevant responses to the growing needs of society. The present study was conducted with the aim of providing an analytical and abstract framework of the processes shaping the responsible curriculum in higher education, using a qualitative approach and grounded theory methodology. The research population consisted of 28 higher education experts with sufficient knowledge and insight into the theoretical foundations of the subject. Data were collected through interviews and analyzed in three stages: open, axial, and selective coding. The outcome of these analyses was the development of a coherent conceptual model of the responsible curriculum. In total, 449 codes and 43 subcategories were identified and classified into six dimensions of the paradigm model: core phenomenon (4 categories), causal conditions (8 categories), contextual conditions (9 categories), intervening conditions (9 categories), strategies (8 categories), and consequences (5 categories). The findings revealed that the realization of a responsible curriculum requires establishing strong linkages among universities, society, and industry. Therefore, it is recommended that higher education policymakers emphasize transparency, accountability, and innovation within the curriculum to enhance the quality and effectiveness of universities. Moreover, attention to the real needs of students and other stakeholders can pave the way for sustainable development and educational equity.
Keywords
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