Efficiency of a curriculum should not only be discussed in the context of the educational package, but

participation of instructors in curriculum design also must be considered (Lunenburg & Ornstein, 2011).
Several curriculum development tools have been designed to facilitate and improve the CD process.
Some widely used methods like curriculum mapping (Jacobs, 1997) have widely been criticized for
focusing on content and scheduling not actually the process of curriculum development (English, 1980).
However, curriculum evaluation and development, as a field of study, has been a dynamic field sixty
years ago. (Tyler, 1950) Recent methodologies utilize mathematical tools and concepts like multi-
objective programming (John E. Shea, 1996). They summarize programs objectives in qualitative criteria
and simply evaluate it after programs was developed. But a holistic view in curriculum development is
needed. Some educational institutes also use systems approach to plan, design, develop and evaluate
their educational course. Developed based on Walter Dicks research (Dick, Carey, & Carey, 2009), an
eleven steps methodology based on systems approach has been developed by Defense Acquisition
University to meet new educational requirements. (Defense Acquisition Unviersity, 1997). On the same
hand, a research has tried to integrate the systemic approach with a relational approach to achieve a
more comprehensive methodology. (Kessels & Plomp, 1999). Considering cognitive aspects of learning,
the research has tried to improve the course consistency and success.
The proposed methodology in this paper is trying to focus on a purely behavioral approach which is
been designed based on benchmarking concept. Starting by market research, an extensive data
gathering required to create an insight about competitors. By transforming all collected information into
a standard data matrix, statistical tools would be helpful to analyze data and create decision making
platform.
This research,