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A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity

A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity

Michael D. Hamlin
Copyright: © 2022 |Pages: 23
ISBN13: 9781799880851|ISBN10: 1799880850|ISBN13 Softcover: 9781799880868|EISBN13: 9781799880875
DOI: 10.4018/978-1-7998-8085-1.ch011
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MLA

Hamlin, Michael D. "A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity." Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions, edited by Hesham Magd and Siraj Kariyilaparambu Kunjumuhammed, IGI Global, 2022, pp. 189-211. https://doi.org/10.4018/978-1-7998-8085-1.ch011

APA

Hamlin, M. D. (2022). A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity. In H. Magd & S. Kunjumuhammed (Eds.), Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions (pp. 189-211). IGI Global. https://doi.org/10.4018/978-1-7998-8085-1.ch011

Chicago

Hamlin, Michael D. "A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions, edited by Hesham Magd and Siraj Kariyilaparambu Kunjumuhammed, 189-211. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8085-1.ch011

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Abstract

Educators are increasingly urged to improve quality control mechanisms. Improving quality involves more than simply increasing the variety of options for assessments. It calls for a new model of curriculum design focused on the formation of professional competencies students will need in the workplace along with the integration of theory-based learning activities and assessments supported by instructional technologies. This chapter will present a framework that educators can use to guide the integration of learning activities, assessments, and instructional technologies in a manner that guides students in the development of professional competencies for success in the workplace and also provides a stream of quality control data that can be used to measure both educational and organizational effectiveness.

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