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Table 3 Indicators of curriculum viability, comprising standards as well as inhibitors of curriculum quality, that have been reported in the literature

From: Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

Article

Curriculum viability indicators

1. Unravelling quality culture in higher education: a realist review [42]

Standards of Curriculum quality

• Strategy for continuous improvement

• Quality management systems

• Staff and student involvement in organisational decision-making

• Consideration of evolving student demands

• Clear policies, procedures, systems, responsibilities

• Flexible, people-oriented cultures

• Presence of various cultures

• Shared (educational) quality values

• Leadership commitment and skills

• Allocation of resources

• Creation of partnerships, leaders’ ability to influence people and process management

• Creation of climate of trust and sharedunderstanding

• Ability to perform multiple roles

• Setting and communication of policies

• Communication/information for quality

• Provision of information on strategies and policies

• Clear task requirements and responsibilities

Inhibitors of Curriculum quality

• Lack of staff and student involvement in organisational decision-making

• Failure to respond to evolving student demands

• Lack of policies, procedures, systems, responsibilities

• Lack of resources

• Rigid, control-oriented cultures

• Top-down approaches to quality management implementation

• Presence of strong disciplinary cultures

• Research culture that undervalues education

• Focus on inspection and control

• Leaders acting as information gatekeepers

• No/insufficient sharing of best practices across the organisation

• Lack of appropriate communication channels

2. Implementing an online curriculum for medical education: examining the critical factors for success [43]

Standards of Curriculum Quality

• Curriculum design

• Instructional feedback

• Curriculum implementation

• Media features

• Integration

• Time

• Learner-centred environment

Inhibitors of Curriculum quality

• Inappropriate level of curriculum content

• Low-quality quizzes

• Technological barriers

• User interface barriers

• Low-quality integration

• Perceived lack of sufficient time

• Trainee resistance to new curriculum

• Lack of social interaction