I believed that curriculum development is important for better planning in higher education, with determine the way forward of the University.

InsyaAllah, will explore about multi side of curriculum development.

Let's enjoy the mystery of curriculum development!

I would like to investigate the issue of a lack of understanding of the Continuous Quality Improvement (CQI) process among academic staff members at UUM, particularly in the context of curriculum implementation among academics at SMMTC.

I chose phenomenological inquiry because I would like to investigate the experience and challenges faced by academic staff members at SMMTC in the implementation of CQI at the course level.

Purposes: To understand the experiences of individuals/academics in relation to the CQI process (curriculum implementation) at the course level.

• Types of Research Questions: RQ1: What is the experience of academic staff members doing CQI implementation at the course level? RQ2: What are the challenges faced by academics doing CQI (curriculum implementation) at the course level?

• Processes: in-depth interviews (involving the individual lecturers), reflection on personal experiences via OBE CQI reports of the academics.

• Logic of Procedure: I will be using hermeneutic interpretation of experiences. The rationale for using this procedure is to understand the experience of the academics from their point of view on the implementation of CQI process. I will be inducing the data that is collected through in-depth interviews and narratives of the informants. The rationale of the procedure is to understand the impact and attainment of the course learning outcome and programme learning outcome.

  Thanks.

  S Maartandan@ Maran

Problem Statement

The importance of curriculum reviews are considered critical in the uncertainty environment such as VUCA. Therefore; it is advised that the Higher Education Provider has to adopted continuous improvement in curriculum building.

I found a program that goes through reviewing process should take many considerations

1.      Societal needs and changes

2.      Cultural and religious factors

3.      Government policies and educational reforms

4.      Technological advancements

5.      Economics factors

6.      Learner Characteristics

7.      Teacher Expertise and availability

8.      Philosophical and Educational Theories

9.      Globalization

10.  Stakeholder Input

11.  Assessment and accountability

And for curriculum inquiry in this particular scope I choose

1.      Societal needs and changes

2.      Government policies and educational reforms

3.      Technological advancements

4.      Learner Characteristics

5.      Teacher Expertise and availability

These five factors in shaping (curriculum review)the curriculum building in a program. The research  questions can be posed

1.      What is the factors influencing the sustainable curriculum in a program?

2.      What is the teacher roles and challenges in VUCA?

Identified journal: International Journal of Educational Management

https://www.emeraldgrouppublishing.com/journal/ijem?distinct_id=%24device%3A191fe5f44feb21-05a6bb925a85fd-26001151-e1000-191fe5f44feb21&_gl=1*1ezl6ba*_ga*MTI3MTkzNzA1LjE3MjM2OTI5OTk.*_ga_45RWY1YP1V*MTcyNjU0OTU0Mi4yLjAuMTcyNjU0OTU0Mi4wLjAuMA..&_ga=2.31721149.2043834711.1726549543-127193705.1723692999

I think the journal is relevant.

Aims and scope

As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution.

The journal explores research in the following areas:

• Innovation in educational management across the spectrum

• The development of educational delivery mechanisms

• Creation of an environment in which the management of resources provides the most efficient outputs

• Sharing of new initiatives, with an international application

The International Journal of Educational Management (IJEM) addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of and providing a forum for the sharing of ideas, information and expertise.ideas, information and expertise. cproviding a forum for the sharing of ideas, information and expertise.

Benchmark and Journal Search

The curriculum journal

Edited By: Mark Priestley and Stavroula Philippou

JOURNAL METRICS >

Online ISSN:1469-3704

Print ISSN:0958-5176

© British Educational Research Association

Overview

Aims and Scope

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum theory, as well as curriculum-making practices. It encompasses issues relating to governance and policy development, teacher professional learning, assessment and pedagogy, insofar as they pertain to curriculum. The Journal aims to contribute to the renewal of the field of curriculum studies, enrich curriculum conversations and enable practitioners and scholars to engage with curricular issues, thus placing consideration of curriculum firmly at the heart of educational discourse and practice.

The journal welcomes papers – original research and review articles – that:

• address current and historical global debates and traditions from the complex landscape of curriculum studies

• pose challenging curricular questions from different perspectives, including reflexive questions about whom curriculum research is for and its purposes, and wider historical, sociological and political questions about the curriculum

• draw upon diverse theoretical and methodological approaches

• focus on formal and informal educational settings within and beyond schooling (including early years, primary and secondary schools, further education, higher education and teacher education, vocational education and training, community education, professions and work-based education).

Continuing a long tradition of connecting scholarly research and school-based practice, the journal particularly welcomes contributions focussing on the ‘basics’ of curriculum structure, organisation, development, enactment and evaluation in practice settings.

Abstracting and Indexing Information

• Academic Search (EBSCO Publishing)

• Advanced Placement Source (EBSCO Publishing)

• ArticleFirst (OCLC)

• British Education Index (EBSCO Publishing)

• Current Abstracts

• Education Research Index (EBSCO Publishing)

• Education Resources Information Center (ERIC)

• Education Source (EBSCO Publishing)

• Educational Research Abstracts online (ERA)

• Electronic Collections Online (OCLC)

• European Reference Index for the Humanities (ERIH Plus)

• Emerging Sources Citation Index (Clarivate Analytics)

• FRANCIS (INIST-CNRS)

• Periodicals Index Online (PIO)

• Professional Development Collection (EBSCO Publishing)

• ProQuest (ProQuest)

• Public Affairs Index (PAC)

• SCOPUS (Elsevier)

It has two issues per year with

Positive Critiques:

1. Inspirational and Accessible: Many readers have praised Sharma for offering an inspiring message. The book promotes the idea that leadership is not confined to formal titles or positions, which resonates with people who want to make a difference regardless of their job status. The central message encourages individuals to take personal responsibility and to lead in their own way.

2. Practical Lessons: The book is filled with actionable advice that readers can implement in their daily lives. It covers themes like personal excellence, resilience, and focusing on constant improvement. For many readers, these principles are highly motivational and applicable across various life situations.

3. Engaging Storytelling: The use of a parable format to convey the lessons makes it an engaging read for many. Sharma presents his ideas through the journey of a protagonist who learns leadership principles from unconventional mentors. For readers who enjoy storytelling, this approach makes complex leadership concepts more relatable.

Critical Reviews:

1. Repetitive and Simplistic: Some critics have noted that the book’s concepts, while well-intentioned, are overly simplistic and repetitive. They argue that Sharma reiterates common self-help advice—such as the importance of hard work and positive thinking—without offering much new or groundbreaking insight.

2. Lacks Depth: Critics have also pointed out that Sharma's treatment of leadership can feel shallow. The focus on personal leadership without delving deeper into the systemic and structural aspects of leadership might leave some readers looking for a more thorough exploration of leadership dynamics in organizations.

3. Story Format Doesn't Appeal to Everyone: While some appreciate the parable format, others find it less effective. The storytelling approach can sometimes feel contrived or too "moralistic," with characters that lack complexity or real-world depth, leading to a lack of engagement for some readers.

4. Overly Idealistic: Another criticism is that the book’s message might come across as overly idealistic, especially in corporate settings where real-world challenges like hierarchy, office politics, and structural barriers to leadership can be more complicated than the book suggests.

Conclusion:

The Leader Who Had No Title has inspired many with its uplifting message about personal leadership, but some readers feel it lacks the depth and complexity required to address the nuanced nature of leadership in today's world. For those seeking a motivational and easy-to-read guide, it can be a valuable resource, but it may not satisfy readers looking for a more critical or in-depth analysis of leadership.

Thanks.

As a lecturer, my focus was more centered around content delivery, student engagement, and ensuring academic success within the confines of the curriculum already in place. My role was largely shaped by responding to student needs and facilitating learning experiences based on a structured syllabus. However, this training has shifted my perspective significantly, particularly in understanding the broader strategic and administrative dimensions of curriculum design.

From the coordinator’s hat, curriculum inquiry is not just about the day-to-day engagement with students but involves a more holistic view. It’s about understanding the alignment of educational goals, the integration of interdisciplinary elements, and ensuring the curriculum’s relevance in an ever-changing educational landscape. I’ve come to appreciate the complexity of balancing different stakeholders’ needs, including students, faculty, and institutional priorities. The training emphasized how curriculum leaders must think beyond immediate instructional needs, working toward long-term developmental goals that affect entire cohorts of students, teaching teams, and even institutional identity.

My research focus is now broader, encompassing curriculum evaluation, policy implications, and how educational practices shape institutional strategies.

Overall, this training has not only broadened my knowledge but has also given me a deeper appreciation of the strategic and research-oriented responsibilities of a curriculum coordinator. It’s a shift from thinking solely about what happens in the classroom to envisioning the larger educational ecosystem and the impact of curriculum decisions on the institution’s future direction.

1. A curriculum leader should be resilience. He or she should be able to demonstrate the ability to see the setbacks, impacts of the curriculum. He or she also must be to act with tenacity.

2. A curriculum leader should act based on the local culture/circumstances which involves moral judgement. He or she should take into consideration of the moral standard in planning, implementing and evaluating the curriculum.

3. A curriculum leader should be an effective communicator. He or she should be able to deliver the message to the learners effectively (with clarity).

Task 2: Discuss the roles of lecturers as curriculum leaders.

1. Design and implement curriculum. Curriculum leaders should design and implement curriculum that is align with the programme learning outcome, programme standards and the needs of the industry.

2. Engage in curriculum improvement. Curriculum leaders should consistently reflect and do research on their teaching and learning activities, do continual improvement to improve the content of the course and outcome of the learning.

3. Engage in monitoring and quality assurance. Curriculum leaders should take responsibility for maintaining high-quality teaching standards. They should continuously review student performance and feedback to ensure that the ensure the effectiveness of the curriculum implementation.

   Thanks.

The curriculum leadership espoused the notion of accountability and stewardship in curriculum development.  Therefore, building a sustainability principles, supporting teachers, fostering community partnerships, and ensuring continuous evaluation and adaptation i.e VUCA. By doing so, leaders create programs that not only address the needs of today but are also equipped to evolve  with future challenges.

My Reflection on Today’s Video and Robin Sharma

Engaging students in large lecture sessions can be challenging, but with the right strategies, a lecturer can foster interaction, maintain attention, and promote active learning. From the video, the lecturer encourage participation through questions.

Ask open-ended questions to the class, and the diversity of audiences create interesting elements in understanding his questions. The lecturer really in-control in the engagement without showing any biases which I found admirable and quite inspirational.

I found Socrates method in internet that explained his method of inquiry to the audience which giving provocative  questions in order to allow organic responses.

The way he was closed-loop the scenario/ the engagement was exceptional....He brought the discussion in such heights and brought it down by interelated the learning outcomes of the course throughout the semester.

Robin Sharma

You don’t need a title to be a leader

“The most common way people give up their power is by thinking they dont have any”. One of the greatest freedoms we have is the freedom to choose how we view our roles in the world and the power we all have to make positive decisions in whatever conditions we happen to find ourselves. We must learn to hold ourselves to the highest standards. Expect only the best from yourself in everything.

Be BIW — Be the BEST IN THE WORLD.

I found the critical review on this book touched 4 fundamentals that focus on

1.You have the power to go to work each day and express the absolute best within you.

2.You have the power to inspire, influence and elevate each person you meet by the gift of being a great example.

3.You can passionately drive positive change in the face of negative conditions.

4.You can treat all stakeholders with respect, appreciation and kindness and in so doing raise the organization’s culture to the best of breed.

In summary, you dont have to be AL and CL to show your leadership roles in curriculum development but lead yourself first, and only then would you get a chance to lead others. Practice with you. Challenge yourself to live through life 1st class. Every single one of us alive today has greatness within. There are no extra people on the planet. And wherever you go, you take you with you. But we have buried our best underneath layers of insecurity, doubt and fear. You were born awesome. Your former habits of thinking and being must disintegrate before better ways of behaving can begin to integrate. In the end, the curriculum is in a better version and sustainable if you allow yourself to shine and accountable to the process. I hope that make sense.

Based on the first day of training, I learned about the different types of curriculum inquiries. As an instructor, it gives an idea of how curriculum can be designed and implemented in a more effective way. For instance, curriculum inquiries teach how curriculum can be improved and enhanced. In short, as an instructor, the first day of training allows me to understand my teaching and learning approaches better and strategise my teaching and learning to provide a better learning experience to my students.

I genuinely enjoyed the activities in Day 1.

1.      Curriculum Inquiry – reflecting on this, I found that you have to be focused on researching the gap or issues pertaining to curriculum development. One of them is the process of curriculum reviewing a program. The reluctant of the course coordinator or subject expert to change has given some insights that there are possibilities some curriculum leaders require some awareness on curriculum development

2.      Curriculum Journal Searching- I found one journal that encourage multidisciplinary manuscript and the scope related to what I intended to publish which related to my curriculum inquiry.

3.      Presentation on Assignment Series 1 – many feedback from Prof Nura and Dr Matno and Dr Maran which I found constructive in regards to learning outcome and the content of the workshop should be aligned.

During this workshop, everything began to change. Listening to Prof. Nura and other friends share their experiences of presenting on international platforms was incredibly eye-opening. They discussed how initial fears were quickly replaced by new opportunities for learning, collaboration, and growth. Prof. Nura, in particular, emphasized how stepping onto the global stage allowed her to refine her work through feedback and build connections that she would have never encountered otherwise.

What struck me the most was the idea of creating a network at the international level. Up until now, I’ve mainly built local connections, working with peers and colleagues within Malaysia. While these relationships are valuable, the thought of expanding my network globally had always seemed like a distant goal. I didn't know where to begin or how to amplify my connections beyond our borders.

The workshop gave me the confidence to change that mindset. I realized that presenting internationally isn’t just about sharing research—it’s about forming new relationships, exchanging ideas, and building collaborative opportunities that span countries and cultures. By connecting with scholars, educators, and practitioners from around the world, I can open doors to joint research projects, curriculum development initiatives, and more. This global network could be the key to enhancing not only my work at UUM but also contributing to the broader field of education.

While I’m still figuring out the best way to take those initial steps toward creating an international network, I now see the potential it holds. The next challenge lies in translating these opportunities into concrete collaborations. Thanks to the workshop and the inspiring stories I heard, I feel more confident in venturing into this new territory and am eager to see how these connections can enrich both my personal growth and my contributions to UUM.

Thought: I think that the implementation of DLP in Malaysia has to take into consideration the different ecosystems in Malaysia, specifically in terms of geography, social, etc. This is vital to ensuring the effectiveness of the implementation of the policy.

The last day with a lasting impression.

The video and Robin Sharma book had shown the interesting concept of what CL roles are and the important on capture audience understanding and interpretation on scenario based teaching-learning situation.

The two articles had given an impact full understanding on curriculum building at AL level. The important of proactive action in regards to curriculum review. And the critical point on collaboration and consultation of difference stakeholders.

We have to be our own leader in our curriculum development.

The last day with a lasting impression.

The video and Robin Sharma book had shown the interesting concept of what CL roles are and the important on capture audience understanding and interpretation on scenario based teaching-learning situation.

The two articles had given an impact full understanding on curriculum building at AL level. The important of proactive action in regards to curriculum review. And the critical point on collaboration and consultation of difference stakeholders.

We have to be our own leader in our curriculum development.