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An Evaluation of Shiraz University Curriculum Renewal Process (CRP) based

on Strategic Approach of Education for Sustainable Development (ESD).

Article  in  International Journal of Continuing Engineering Education and Life-Long Learning · January 2019
DOI: 10.1504/IJCEELL.2019.10020513

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230 Int. J. Continuing Engineering Education and Life-Long Learning, Vol. 29, No. 3, 2019

An evaluation of Shiraz University curriculum renewal

process based on strategic approach of education for
sustainable development

Mehdi Mohammadi, Ghasem Salimi and

Ana Ghasemian*
Educational Administration and planning Department,
School of Education and Psychology,
Shiraz University,
Shiraz, Iran
Email: mmohammadi48@shirazu.ac.ir
Email: Salimi@shirazu.ac.ir
Email: anaghasemian@gmail.com
*Corresponding author

Abstract: This paper attempts to report key findings from some inquiries into
the curriculum renewal process (CRP) which is hereby undergoing at Shiraz
University. The research investigates into implementing sustainability criteria
in the curriculum renewal process of the undergraduate programs based on a
strategic approach to curriculum renewal. The existing gaps in the curriculum
renewal process that can help pedagogues to embed sustainability throughout
their programs are also being studied. The study is based on a sequential
explanation of descriptive explanation. A survey is used to measure the gaps in
curriculum renewal process at Shiraz based on the Dasha-Hargroves (2013)
helix model. Also, fundamental reasons that cause the gaps are explored using
in-depth, face to face and thematic analysis method. The results showed that
there are some significant discrepancies between the curriculum renewal
process under study and the rapid curriculum renewal model.

Keywords: sustainable development; curriculum renewal process; CRP; rapid

curriculum renewal; education for sustainable development; ESD.

Reference to this paper should be made as follows: Mohammadi, M.,

Salimi, G. and Ghasemian, A. (2019) ‘An evaluation of Shiraz University
curriculum renewal process based on strategic approach of education for
sustainable development’, Int. J. Continuing Engineering Education and Life-
Long Learning, Vol. 29, No. 3, pp.230–250.

Biographical notes: Mehdi Mohammadi is an Assistant Professor in the

Department of Educational Administration and Planning at Shiraz University,
Shiraz, Iran. His areas of interest include in curriculum theory, education for
sustainable development and mixed method research.

Ghasem Salimi is an Assistant Professor of Higher Education in the

Department of Educational Administration and Planning at Shiraz University
Shiraz, Iran. His academic interest areas are higher education studies, social
media use in higher education, strategic management, and internationalisation
of higher education.

Copyright © 2019 Inderscience Enterprises Ltd.

 An evaluation of Shiraz University curriculum renewal process 231

Ana Ghasemian is an Assistant Professor of Higher Education in the

Department of Educational Administration and Planning at Azad University,
Dubai, UAE. Her academic interest areas are interdisciplinary studies,
curriculum theory, education for sustainable development, and change
management.

1 Introduction

At the end of the first decade of the 21st century, higher education is entering to urgent
and challenging times where compelling evidence suggests that the imperative is now to
rapidly and effectively incorporate education for sustainability (EfS) across all education
programs. Despite successes in incorporating the digital wave of innovation into
programs over the last two decades, signals clearly suggest that higher education has been
slow to move to incorporate sustainability, and is generally poorly prepared to do so
(Corcoran and Wals, 2004). In this dynamics, complex and challenging times, higher
education has faced its greatest challenge, because it must be able to equip society with
the knowledge and skills that do not threaten the environment while developing. A
successful educational system is capable of being adapted to the needs and expectations
of students, professors, employers, tertiary education institutions, communities and
government (Stabback, 2016). Learners to become enabled and effective citizens in the
21st century societies must come up with specific features and abilities through the
teaching and learning processes in the learning environment and the classroom. The
curriculum design should focus on four dimensions of social, environmental, economic
and organisational sustainability development and its principles. This curriculum and the
educational content should be able to educate a successful student, responsible citizen,
trustworthy, participatory and influential graduate. Also, teaching approaches should
have the following features (Pink, 2005; Zmuda and Allison, 2010; Florida, 2004; Waas
et al., 2012; Ferrer-Balas et al., 2009):
1 provides the ability to think and act critically and solve the complex and
multi-disciplinary problems
2 it should be a whole-oriented, experiential, and inclusive learning
3 through an effective and beneficial collaboration to produce science
4 be a lifelong learning approach
5 its approach should be rotational and collective exploration.

General education
1 learning language skills and a bit of skill will make students better able to exchange
ideas and able to communicate and collaborate with different people
2 interdisciplinary learning for knowledge development
3 critical thinking and judgment about information from various sources
4 creative thinking and entrepreneur
232 M. Mohammadi et al.

5 innovative use of knowledge, information and opportunities to produce services,

processes and new products
6 responsible, adaptable, decision maker and wise selector in critical situations
Given the essential role of curriculum in enabling quality learning and in articulating and
supporting education that is relevant to holistic development (Stabback, 2016),
innovations in curricula, methodologies, materials and technologies may require major
changes in the design and organisation of the environments in which they are housed
(Bernard, 2012). Accordingly, it is expected that curricula will be more focused on the
needs of learners and the community; and the teaching-learning pedagogy, efficient and
diverse approaches will be used in its design (Stringer et al., 2009). Further, in order to
prepare undergraduates to contribute to society achieving gradual sustained reductions
after the peaking is achieved, the standard curriculum renewal process (CRP) will need to
be improved and accelerated (Desha and Hargroves, 2013). In general, education
programs undertook a curriculum renewal transition to renew courses with the new
innovations after each wave of innovation and apply them to what employers need from
graduates. As the level of innovation in knowledge and skills has progressively increased
with each wave, this has called for increasingly larger-scale efforts – and shorter time
constraints – to achieve associated curriculum renewal (Desha et al., 2012), however;
many researchers acknowledged the slow pace of change in the CRP in the past
half-century. In other words, the usual or standard timeframe for updating the curriculum
is too long, while markets are changing rapidly and require emerging knowledge and
skills (Desha et al., 2009; Fullan, 2005; Moriarty, 2011; Moodley, 2013). So according to
the fast innovative wave in this time, it seems the curriculum renewal activities in higher
education should be accelerated within the useful standard timeframe.
But apart from the fact that the CRP is slow and ad hoc, another challenge for higher
education is to shift and renew the curricula for education for sustainable development
(ESD). Regarding the essential position of ‘sustainable development’ in international
programs, many organisations, associations and researchers who involved in curriculum
development, believe that there are strong and curable reasons for embedding
sustainability knowledge and skills in to in curricula (Lund et al., 2014; Hargroves et al.,
2011; Desha et al., 2012; Drew et al., 2016).
Several curriculum renewal models have been developed over the past half century,
including the developed model by Tyler (1949), Taba (1962), Musgrove (1968), Walker
(1999), Stenhouse (1975) and Egan (1978). In the absence of ‘timely’ curriculum renewal
and guidance as to how to accelerate curriculum renewal in the curriculum theory
literature, Desha and Hargroves (2013) presented the curriculum helix as an integrated
model with a strong focus on systematic and holistic approach, rather than the typical
approaches. The curriculum helix provides a framework for the curriculum renewal
strategy, to allow a strategic and collaborative approach to embedding sustainability into
the curriculum in a manner that delivers the strongest benefits to the institution (Desha
and Hargroves, 2013). The helix is arranged to focus on six activity streams in four stages
including preparatory activities, piloting the curriculum renewal efforts, transferring
learning and achieving integration across programs.
In studying the position of CRP in Iranian higher education system, results have
shown that the considerable inattention to the some key factors in the higher education
legislation and regulations about curriculum renewal revisions such as the
macroeconomic and environmental policies, the dimension of innovative features, the
 An evaluation of Shiraz University curriculum renewal process 233

characteristics of the recipients, the elements of the curriculum, the facilitators, the
organisers, and the participants (Khosravi and Arman, 2015). Although, various efforts
try to made the link between the higher education and sustainable development, the
importance of evaluating as a driver for curriculum in Iranian universities with the a
holistic approach that builds upon both curriculum theory and organisational theory by
Desha and Hargroves (2013) is needed to understand the degree of adaptation and
diversion of the criteria of the strategic approach of CRP for ESD.

Figure 1 The curriculum helix (see online version for colours)

Also, considering the importance of the role of curriculum in shaping the students’
attitudes and competencies towards sustainable development and the importance of
reviewing the current CRP using the strategic approach Iranian University, in order to
identify the deficiencies of the CRP, is the reason for this research. This research will
help senior executives, educational planners, pedagogies, and decision-makers, as
guidance for moving toward sustainable development at Shiraz University, to recognise
the challenges during this moving and the factors might be negatively affecting the CRP
at Shiraz University. By removing or reducing main barriers and developing the strengths
at the subject university, it will design and implement successfully the CRP to embedding
sustainability within the curricula and becoming the first university that moves toward a
sustainable university.

2 Background

There are several challenges and multiple barriers of curriculum renewing and
embedding sustainability which must be fully understood and consider how they could
influence the implementation of the main part of the CRP. A literature review on the
234 M. Mohammadi et al.

challenges of CRP has shown that the several factors that may impact the key parts of
strategic process such as lack of clear objectives and diversity of goals (Wormley, 2004;
Jorgensen, 2014; Howard, 2004); lack of equipping the professional body with
knowledge and skills related to sustainability (Wormley, 2004; Fullan, 2005; Rudhumbu,
2016; Moriarty, 2011), lack of financial and information resources and equipment
(Wormley, 2004; Fullan, 2005; Rudhumba, 2016; Moriarty, 2011); lack of creating new
content (Yakavets, 2003; Jorgensen, 2014); organisational structure and cultural
challenges (Oliver et al., 2007; Yadgarzadeh and Mehrmohammadi, 2009; Fullan, 2005);
faculty resistance to curriculum change (Jorgensen, 2014; Fullan, 2005; Oliver at al.,
2007); being slow to change and inadequate timeframe (Fullan, 2005; Moodley, 2013);
low academic level of students and decreasing the level of teachers’ motivation to change
or implement the curriculum completely (Rudhumbu, 2016; Chen and Goh, 2011); being
hard to implement the curriculum changes related to attitudes and skills (Wormley,
2004), the challenge of assessing behavioural skill changes of students (Wormley, 2004;
Moriarty, 2011), the additional workload for faculties and lack of interest in participation
in the CRP (Rudhumbu, 2016; Jorgenson, 2014; Moodley, 2013; Chen and Goh, 2011);
lack of communication between faculties; department of management and managements
(Jorgensen, 2014); management weakness (Jorgenson, 2014; Rudhumbu, 2016), lack of
documentation of curriculum innovations and lack of theoretical framework for change
(Jippes et al., 2012; Desha and Hargroves, 2013); lack of common and comprehensive
vision for updating the curriculum (Oliver et al., 2007; Wormley, 2004) and lack of
urgent feeling about the curriculum renewal for ESD (Oliver at al., 2007).

3 Research methodology

3.1 Purpose of the research

The overall aim of this mixed method study is to evaluate the CRP of Shiraz University
based on the strategic approach of ESD. Regarding the exploratory approach of the
research, first, in the quantitative stage, the CRP of Shiraz University are evaluated using
a scale based on the strategic model of curriculum renewal for higher ESD (Desha and
Hargroves, 2013), and the existing gaps are found. Then, in the qualitative stage, using a
qualitative case study, we intend to achieve a depth of understanding of how these gaps
were arisen and discovered the main factors that caused them.

3.2 Research questions

3.2.1 Quantitative part
1 How differ is the preparatory stage of the CRP at Shiraz University based on the
strategic approach of ESD?
2 How differ is the exploration stage of the CRP at Shiraz University based on the
strategic approach of ESD?
3 How differ is the testing and piloting stage of the CRP at Shiraz University based on
the strategic approach of ESD?
 An evaluation of Shiraz University curriculum renewal process 235

4 How differ is the integration stage of the CRP at Shiraz University based on the
strategic approach of ESD?

3.2.2 Qualitative part

• How are the identified gaps in the four stages CRP at Shiraz University based on the
strategic approach of ESD explained?

3.3 Method
In this study, a sequential explanation is used to evaluate the CRP of Shiraz University
based on the strategic approach of ESD (Desha and Hargroves, 2013) and to achieve a
deep understanding of existing gaps. Accordingly, due to the essential topic of ESD, we
try to use quantitative and qualitative methods to reach a deep and comprehensive
understanding of the subject matter and its dimensions. In this sequential explanation,
initially based on the curriculum helix, research tools are designed and use for realising
the gaps and then based on the results of the quantitative part, the causes and how these
deficiencies appeared in the CRP at Shiraz University, will be explained.

3.3.1 Quantitative method

At this stage, with a descriptive research method and the tools which are designed based
on the curriculum helix model of the strategic approach for higher ESD (Desha and
Hargroves, 2013), the CRP of Shiraz University are evaluated. The statistical population
in the quantitative phase includes the former and current members of curriculum
development council of Shiraz University in different departments. A simple random
sampling technique was used to select the sample and 54 members of the curriculum
development council of Shiraz University completed the scale. The scale consists of 158
items according to nine sub-scales namely; curriculum renewal includes 17 questions,
identify graduate attributes includes 18 questions, map learning pathways includes ten
questions, audit learning outcomes includes 18 questions, collaborate internally and
externally includes 20 questions, raising awareness and build capacity includes 17
questions, develop and update curriculum includes 21 questions, continuously monitor
and evaluate includes 21 questions and implement the program includes 16. After
designing the scale and validating it by experts, content validity was established by
computing the level content validity and the reliability of the scale was established by
reporting the internal consistency and stability reliability.
Based on the average of the high coefficients of Cronbach’s α, 0.75, the reliability of
this scale was verified in nine sub-scales related to the scale of the CRP with the strategic
approach of higher ESD. Also, based on the mean value of the content validity, 0.95, all
dimensions showed a positive and significant relationship with the total score of the
curriculum renewal process, which confirms the validity of this scale. In addition, a
one-sample t-test was used to analyse the data using cut off point = 2.5.

3.3.2 Qualitative method

In order to the purpose of the study which is to achieve a depth of understanding of how
the gaps appeared in the CRP of Shiraz University and their reasons, based on this
236 M. Mohammadi et al.

strategic pattern of sustainable development, the method of research in the qualitative

section was the multiple case study. Also, in this part of work, the former and current
members of the curriculum development council of Shiraz University were researching
practitioners. With using the purposeful sampling design, choosing the key experts in
curriculum planning filed, and theoretical data saturation, we interviewed with 21 experts
from different campuses namely; humanities, basic sciences, engineering, art and
architecture. Semi-structured interviews were used to collect data in this section. The
interview included open-ended questions about the main reasons and how the gaps
occurred at different stages of the CRP of Shiraz University with a sustainable
development approach. In this study, the interviews were conducted face to face and
various techniques were used to validate it. Self-review and triangulation methods were
used during data collection and analysis. In addition, the reliability criteria were used to
measure the reliability of the obtaining pattern (Creswell et al., 2007; Guba and Lincoln,
1985). Moreover, for measuring the reliability of subject pattern, we used other methods
such as the adaptive navigation of the interview and members of the committee as the
external referee for the purpose of the evaluation and implementation of the interview
was used. Also, the triangulation method was used to validate the data. Interpretation of
the interviews was done by using the thematic analysis method (basic, organising, and
general themes) (Attride-Stirling, 2001). First of all, the raw text of the interviews
carefully was analysed and all the key codes have been drawn out from the textual data
and presented as the main reasons for the identified gaps in the CRP of Shiraz University.
Following recognising the basic themes of the textual data, these themes were categorised
as a group together to summarise more abstract principles (organising themes) according
to the principle of their similarity. A global theme that encapsulates the principal
metaphors in the text as a whole was shaped. Finally, the thematic network of the main
reasons behind the gaps of curriculum renewal was drawn up based on the sustainable
development approach at Shiraz University.

4 Findings

1 How does the accomplishment of CRP of different educational groups at Shiraz

University in the four stages based on the strategic approach of ESD?
The t-test results showed that due to the mean of element ‘identify graduate attributes’, in
the preparation stage (1.94), in the exploration stage (1.88), in the testing and piloting
stage (1.93), and in the integration stage (1.88) which were lower than the standard mean
(2.5), this deliberative element of CRP in Shiraz University for all undergraduate
programs based on strategic approach for ESD was evaluated lower than the standard
level and as a gap.
In the first phase of qualitative part of the research, interviews with experts regarding
getting an in-depth understanding of the main reasons lead to a gap in the element
‘identify graduate attributes’ were analysed and 52 initial codes were obtained. In the
next step, the 15 basic themes were obtained by categorising, embedding and omitting
some of the initial codes. One of the basic themes is: ‘lack of growth of traditional
Iranian society with development’. For example, an Engineering Associate Professor
says: “we were a traditional society unable to fit our needs with our social, cultural, and
economic development.” Another basic theme is ‘lack of adaptation of the universities’
 An evaluation of Shiraz University curriculum renewal process 237

curricula with the facts of the society’. The Sociology Associate Professor says “the main
focus of the curriculum is on the specialized content and is less relevant to the needs of
the community.” The third basic theme is ‘unmotivated faculties’. An Engineering
Associate Professor says: “the majority of students have no idea why they have come
university so they dishearten professors.” The fourth basic theme is ‘lack of enough grant
assignments to the research projects’ that an Associate Professor of Science says: “there
are no benefits for working with industries for professors.” The fifth basic theme is ‘the
ineffectiveness of interactions between university and industry’ that an Associate
Professor of Science says: “the emergence of the university in Iran has not based on the
needs of our country, industry, economics, and so on.” The sixth basic theme is ‘the lack
of continuously updating the curricula with the same trend of scientific developments’.
An Associate Professor of Engineering says: “we don’t access the high and new sciences
and technologies that could embed them in the curricula and even empower their
professional bodies in higher education.” The seventh basic theme is ‘the main focus of
the curriculum on the professional skills and knowledge’. An Associate Professor of
economics says: “the curricula are very discipline-oriented.” The eighth theme is ‘the
lake of practical applications of science’. An Associate Professor of Science says: “we
have more theoretical approach than practical in the implementation of curricula.” The
ninth basic theme is ‘lack of corporation of curriculum specialists with disciplinary
specialists’. An Associate Professor of Law says: “we don’t involve the educational
planners in our curriculum committee.” The tenth basic theme is ‘lack of vision for
higher education’. An Associate Professor of Business says: “the evidence shows that our
higher education doesn’t have any plan for future.” The 11th basic theme is ‘lack of
communication between the faculties’. An Associate Professor of Engineering says:
“most of the faculty members don’t tend to contribute in committee.” The 12th basic
theme is ‘lack of enough fund assignment for renewing curricula’. An Associate
Professor of Psychology says: “the University doesn’t allocate enough resources for
renewal curriculum process.” The 13th basic theme is ‘disappointment of change and
improvement’. An Associate Professor of Art says: “we have over-centralized
decision-making system and faculty members don’t believe to be effective in
decision-making authority.” The 14th basic theme is ‘disbelief of professors about the
embedding the sustainability competencies in the curriculum’. An Associate Professor of
Art says: “the nature of some courses aren’t related to sustainability such as history and
foreign languages”, and the last basic theme is ‘making decision disregard to the experts’
opinions’. An Associate Professor of Engineering says: “there is a serious disconnection
between governors, industrial authorities and environmental agencies.” In the third phase,
the middle-order themes organised the basic themes into clusters of similar issues. The
three organising themes as the significant clusters grouped the main reasons that cause
the gaps in the element ‘identify graduate attributes’ of renewal curriculum process in
Shiraz University.
2 How does the accomplishment of CRP of different educational groups at Shiraz
University in the four stages based on the strategic approach of ESD?
The t-test results showed that due to the mean of element ‘continually monitor and
evaluate’, in the testing and piloting stage (2.03), and in the integration stage (2.05)
which were lower than the standard mean (2.5), this deliberative element of CRP in
238 M. Mohammadi et al.

Shiraz University for all undergraduate programs based on a strategic approach for ESD
was evaluated lower than the standard level and as a second gap.
Table 1 Comparison between the compatibilities rate of the ‘identify graduate attributes’
element of curriculum renewal process at Shiraz University with a strategic approach
for ESD

Element Stage M SD SM t dt Sig

Identify Prepare 1.94 1.60 2.5 2.52 53 .01
graduate Explore 1.88 1.53 2.5 2.74 53 .008
attributes
Test and pilot 1.93 1.67 2.5 2.45 53 .01
Integrate 1.88 1.65 2.5 2.74 53 .008

Table 2 Comparison between the compatibilities rate of the ‘continually monitor and evaluate’
element of curriculum renewal process at Shiraz University with a strategic approach
for ESD

Element Stage M SD SM t dt Sig

Continually Explore 2.02 1.64 2.5 2.11 53 .04
monitor and Test and pilot 2.03 1.68 2.5 2.03 53 .03
evaluate
Integrate 2.05 1.55 2.5 2.08 53 .04

In the qualitative part of the research, by focused on discursive themes common across
the interviewees regarding getting an in-depth understanding of the main reasons cause
gap in the element ‘continually monitor and evaluate’ were analysed and 51 initial codes
were obtained. In the next step, the 11 basic themes were obtained by categorising,
embedding and omitting some of the initial codes. One of the basic themes is ‘instability
and continuous change in the management’. An Associate Professor of Engineering says:
“… it refers back to the problem of the administrative and management structure that we
have. In our society, there is a lack of qualified management. In fact, by changing
management, the whole of the system is changed.” The second basic theme is ‘lack
follow-up the long-term processes’. An Associate Professor of Law says: “we do not
have any graduate tracking system at all. There is no system that evaluates whether the
knowledge transferred to graduates is used or misused in their professions?” The third
basic theme is ‘absence of a whole system approach in the CRP’. An Associate Professor
of Sociology says: “we don’t have whole-system thinking in our criteria for evaluation,
implementation, and integration.” The fourth basic theme is ‘the imbalanced between the
number of students and the job vacancies in society’. An Associate Professor of
Sociology says: “the huge number of student in higher education and lack of job
opportunities for graduates is a big issue, and educational system cannot perfectly
evaluate students’ outcomes and the local evaluation doesn’t work effectively.” The fifth
basic theme is ‘no feedback within the curriculum process’. An Associate Professor of
Science says: “renewal is done, but feedback doesn’t take from faculties.” The sixth basic
theme is ‘unfair students’ assessment of new course implementation’. An Associate
Professor of Politics says: “… because we do not have an accurate evaluation system,
probably the results would be unfair and personal.” The seventh basic theme is
‘misunderstanding of evaluation results’. An Associate Professor of Psychology says: “…
in the next, there is a cultural issue that comes from the shame of expressing the
problems. In fact, we think our colleague may get upset if I give him feedback.” The
 An evaluation of Shiraz University curriculum renewal process 239

eighth basic theme is ‘invalid results from student rating form’. An Associate Professor
of Business says: “we see that the teachers who are not very serious and get easy exams,
their assessment’ scores are higher than the others, well, we should not doubt this
assessment?” The ninth basic theme is ‘lack of effective tools and structure for evaluating
and monitoring curricula’. An Associate Professor of Science says: “we do not
systematically evaluate the curriculum.” The tenth basic theme is ‘executive weakness of
the regularities’. An Associate Professor of Business says: “we have appropriate
monitoring and evaluation regulations but we do not enforce them. There are clear and
serious rules: however, we put in some remarks in order to escape their implementation”,
and the last basic theme in here is ‘disbelieve the curriculum planners to evaluation and
getting feedback of new curriculum’. An Associate Professor of Business says: “in fact,
the curriculum is written with the assumption that it works and needs no change or
feedbacks.”
3 How does the accomplishment of CRP of different educational groups at Shiraz
University in the four stages based on the strategic approach of ESD?
The t-test results showed that the mean of element ‘implement the program’, in the
testing and piloting stage (1.88) was lower than the standard mean (2.5). So, this
deliberative element of CRP in Shiraz University for all undergraduate programs based
on a strategic approach for ESD was evaluated lower than the standard level and as a
third gap.
Table 3 Comparison between the compatibilities rate of the ‘implement the program’ element
of curriculum renewal process at Shiraz University with strategic approach for ESD

Element Stage M SD SM t dt Sig

Implement the program Test and pilot 1.88 1.59 2.5 2.84 53 0.006

In the qualitative part of the research, by focused on discursive themes common across
the interviewees regarding getting an in-depth understanding of the main reasons cause a
gap in the element ‘implement the program’ and 49 initial codes were analysed. In the
next step, the 12 basic themes were obtained by categorising the initial codes. One of the
basic themes is ‘lack of funds and laboratory equipment’. An Associate Professor of
Science says: “… due to lack of facilities, the professor cannot complete the course.”
Another basic theme is ‘implementation of the curriculum with the professor’s personal
approach’. An Associate Professor of Engineering says: “the professors do not believe in
the new content or curriculum and they do not perfectly implement it.” The third basic
theme is ‘lack of appropriate academic level of students to implement the curriculum’.
An Associate Professor of Psychology says: “… because the professor cannot meet the
standards of the class unless the majority of the students fail the course.” The fourth basic
theme is ‘problems and barriers for educational field trips’. An Associate Professor of
Psychology says: “… but coordination is hard. Getting a bus, accommodation and special
permission from the security office all make the problems for taking the field trips.” The
fifth basic theme is ‘absence of whole-institute approach during the implementation
programs’. An Associate Professor of Economics says: “we don’t have the whole-system
vision in our criteria for implementation and integration.” The sixth basic theme is
‘instability of regulations and lack of prospective management’. An Associate Professor
of Art says: “this instability has lots of cost for universities because every change needs a
lot of new equipment and resources, and when the changes repeat fast, it is just a waste of
240 M. Mohammadi et al.

human and financial resources.” The seventh basic theme is ‘no encouragement or
promotion for the implementation of the new program’. An Associate Professor of Law
says: “there are any promotion systems for faculties who put their effort into the
curriculum renewal process. So they not willing to spend the time to study the new
content or updating their resources.” The eighth basic theme is ‘faculties’ disappointment
of the longtime implementation of the renewed curriculum’. An Associate Professor of
Politics says: “due to the doubtfully of longtime implementation of renewed curriculum,
professors don’t tend to spend their time preparing new materials and contents.” The
ninth basic theme is ‘lack of structure to implement the curriculum changes’. An
Associate Professor of Politics says: “we don’t have appropriate procedures for the
implementation.” In fact, people learn how to do through personal experience and
practice. The tenth basic theme is ‘inappropriate curriculum design’. An Associate
Professor of Law says: “the volumes of materials that must teach not match to the
allocated time to them.” The 11th basic theme is ‘lack of harmonisation of approved
changes in various universities’. An Associate Professor of Politics says: “because of
centralized educational system in Iran, Sometimes changes have been made in Tehran
with some problems and universities do not accept the approve changes to implement”,
and the last basic theme for gap in the element ‘implement the program’ is ‘lack of
professional body with new knowledge and skills related to the sustainability’. An
associate professor of art says: “due to a lack of clarity about what critical knowledge and
skills are needed for sustainable development in practice, professional bodies still have a
problem to updating their knowledge in new areas.”
4 How does the accomplishment of CRP of different educational groups at Shiraz
University in the four stages based on the strategic approach of ESD?
The t-test results showed that the mean of element ‘collaborate internally and externally’,
in the integration stage (1.93) was lower than the standard mean (2.5). So, this
deliberative element of CRP in Shiraz University for all undergraduate programs based
on the strategic approach for ESD was evaluated lower than the standard level and as a
fourth gap.
Table 4 Comparison between the compatibilities rate of the ‘collaborate internally and
externally’ element of curriculum renewal process at Shiraz University with strategic
approach for ESD

Element Stage M SD SM t dt Sig

Collaborate internally Integration 1.93 1.47 2.5 2.81 53 0.007
and externally

In the qualitative part of the research, by focused on discursive themes common across
the interviewees regarding getting an in-depth understanding of the main reasons to cause
a gap in the element ‘collaborate internally and externally’ and 49 initial codes were
analysed. In the next step, the 13 basic themes were obtained by categorising the initial
codes. One of the basic themes is ‘frustration of faculty members from teamwork due to
political behaviour and lack of meritocracy’. An Associate Professor of Politics says:
“because of lack of work justice and merit in the university, professors who research and
work internally and externally, they don’t appropriately appreciate.” Another basic theme
is ‘mistrust between industry and university’. An Associate Professor of Art says: “our
industry does not trust the university and vice versa.” The third basic theme is ‘lack of
 An evaluation of Shiraz University curriculum renewal process 241

financial resources in the university and industry’. An Associate Professor of Politics

says: “problems like the economic sanctions have made the hard situation for both
education and industry.” The fourth basic theme is ‘lack of supportive policies on the
university regulations for collaboration of university with industry and society’. An
Associate Professor of Engineering says: “... there are many constrained rules for
university and industry collaboration instead of the motivational ones.” The fifth basic
theme is ‘lack of platform and appropriate communication network of faculty members to
identify each other’s potentials’. An Associate Professor of Science says: “we have even
the communication problems with our colleagues because communication and
collaboration ways haven’t defined in organizational structures.” The sixth basic theme is
‘lack of understanding of a core collaboration principle and long-term benefits for both
sides’. An Associate Professor of Engineering says: “the industrial authorities don’t have
academic attitudes about their projects.” The seventh basic theme is ‘the lack of
collective culture and belief in synergy in faculty members’. An Associate Professor of
Engineering says: “we do not want to work collectively.” The eighth basic theme is
‘disapproving the university’s policy of encouraging teamwork or working with
industry’. An Associate Professor of Business says: “in the privileges of upgrading the
professors, the same monolingual is also driven. Single research articles and researcher
have more points.” The ninth basic theme is ‘conflict of the university’s law with the
collaboration of professors with industry and society’. An Associate Professor of
Engineering says: “there is a conflict between the university’s laws that ban work for
professors out of university and, on the other hand, discusses the relationship with the
industry and the project.” The tenth basic theme is ‘lack of university emerging from the
needs of society and industry’. An Associate Professor of Engineering says: “the truth is
that university establishment in Iran wasn’t from industrial needs and that’s why we still
have a problem in collaboration between industry and university.” The 11th basic theme
is ‘the industry’s tendency to collaboration with universities in Tehran’. An Associate
Professor of Engineering says: “Shiraz is not an industrial city and the majority of
industries are affiliated with Tehran and its surrounding cities, that’s why we can hardly
take a project for external collaboration as an associate professor at Shiraz University.”
The 12th basic theme is ‘the existence of deterring atmosphere among faculty members
about collaboration internal and external’. An Associate Professor of Engineering says:
“in many situations, the decisions are made not because of scientific reasons but because
of personal issues and narrow minding attitude of some faculty members.” The last basic
theme is ‘overload teaching work for faculty members’. An Associate Professor of
Engineering says: “external collaborations are very time-consuming and we don’t have
enough time with a lot of teaching responsibilities.”
The qualitative case study was used to develop a framework for the evaluation of the
CRP at Shiraz University based on the strategic approach to ESD, and the thematic
analysis technique and the thematic network for analysing the data were obtained from
the qualitative materials. Accordingly, in the first step, the data were collected from the
analysis focused on discursive themes common across the interviewees and the basic
themes were derived as the simple premises characteristic of the data. At this stage, 207
primary codes were identified and 54 themes that were emerging. In the next steps, the
middle-order themes organise the basic themes into clusters of similar issues. Eleven
organising themes as the significant clusters grouped the reasons that cause the gaps in
the renewal curriculum process in Shiraz University. Finally, global themes that
242 M. Mohammadi et al.

encompass the principal metaphors in the data as a whole were developed and the
thematic network has been constructed (Tables 5, 6, 7, and 8).
Table 5 The basic, organised and global themes were identified in accordance with the lack of
identifying graduate attributes in curriculum renewal process at Shiraz University

Global theme Gap Organising themes Basic themes

Main reasons of Lack of Reasons related to Lack of enough grant assignments to
gaps in the identifying the university the research projects
curriculum graduate Ineffectiveness of interactions
renewal process at attributes between university and industry
Shiraz University
Lake of practical applications of
science
Lack of vision for higher education
Making decision disregard to the
experts’ opinions
Lack of growth of traditional Iranian
society with the development
Lack of adaptation of the
universities’ curricula with the facts
of the society
Lake of continuously updating the
curricula with the same trend of
science developments
The main focus of curriculum on the
professional skills and knowledge
Lack of enough fund assignment for
renewing curricula
Lack of corporation of curriculum
specialists with disciplinary
specialists
Reasons related to Unmotivated faculties
the faculty Lack of communication between the
members faculty members
The disappointment of change and
improvement
Disbelief of professors about the
embedding the sustainability
competencies in the curriculum

Totally, in order to explain the main reasons of the gaps that have been identified, the
reasons were summarised into three main categories, including the reasons related to the
university, the reasons related to the curriculum, and the reasons related to the faculty
members which were shown in Table 5.
Also, to obviate the gap in ‘continually monitor and evaluate’ element of CRP at
Shiraz University, the university firstly have to solve the issues such as instability and
continuous change in the management, lack of follow-up the long-term processes,
Absence of a whole system approach in the CRP, the imbalanced between the number of
students and the job vacancies in society, no feedback within the curriculum process,
 An evaluation of Shiraz University curriculum renewal process 243

unfair students’ assessment of new course implementation, misunderstanding of

evaluation results, invalid results from student rating form, lack of effective tools and
structure for evaluating and monitoring curricula, executive weakness of the regularities,
disbelieve the curriculum planners to evaluation and getting feedback of new curriculum.
Table 6 The basic, organised and global themes were identified in accordance with the lack of
continually monitoring and evaluating in the curriculum renewal process at Shiraz
University

Global theme Gap Organising themes Basic themes

Main reasons of Lack of Reasons related to Instability in the management
gaps in the continually the university bodies
curriculum monitoring Lack of follow-up the long-term
renewal process at and evaluating processes
Shiraz University
Imbalanced between the number
of students and the job vacancies
in society
The executive weakness of the
regularities
Reasons related to The absence of a whole system
the curriculum approach in the curriculum
renewal process
No feedback within the
curriculum process
Lack of effective tools and
structure for evaluating and
monitoring curricula
Disbelieve the curriculum
planners to evaluation and getting
feedback of new curriculum
Reasons related to Unfair students’ assessment of
the faculty new course implementations
members Misunderstanding of evaluation
results
Invalid results from students’
rating forms

The ‘implement the program’ element of CRP at Shiraz University will be improved by
dealing with the problems such as lack of funds and laboratory equipment,
implementation the curriculum with the professor’s personal approach, lack of
appropriate academic level of students to implement the curriculum, problems and
barriers for educational field trips, absence of whole-institute approach during the
implementation programs, instability of regulations and lack of prospective management,
no encouragement or promotion for implementation the new program, faculties’
disappointment of the long time implementation of renewed curriculum, lack of structure
to implement the curriculum changes, inappropriate curriculum design, lack of
harmonisation of approved changes in various universities, lack of professional body with
new, knowledge and skills related to the sustainability.
To ensure compliance the collaboration internally and externally in the CRP at Shiraz
University with strategic approach for ESD, Shiraz University should cope with the
244 M. Mohammadi et al.

deficiencies such as frustration of faculty members from teamwork due to political

behaviour and lack of meritocracy, mistrust between industry and university, lack of
financial resources in the university and industry, lack of supportive policies on the
university regulations for collaboration of university with industry and society, lack of
platform and appropriate communication network of faculty members to identify each
other’s potential.
Table 7 The basic, organised and global themes were identified in accordance with the lack of
implementing the program in the curriculum renewal process at Shiraz University

Global theme Gap Organising Basic themes

themes
Main reasons of gaps Lack of Reasons related Lack of funds and laboratory
in the curriculum implementing to the university equipment
renewal process at the program Lack of appropriate academic
Shiraz University level of students to implement
the curriculum
Problems and barriers for
educational field trips
Instability of regulations and
lack of prospective
management
Lack of harmonisation of
approved changes in various
universities
Reasons related Absence of whole-institute
to the curriculum approach during the
implementation programs
Lack of structure to implement
the curriculum changes
Inappropriate curriculum
design
Reasons related Curriculum implementation
to the faculty with the professor’s personal
members approach
No encouragement or
promotion for implementation
the new program
Faculties’ disappointment of
the long time implementation
of renewed curriculum
Lack of professional body with
new Knowledge and skills
related to the sustainability
 An evaluation of Shiraz University curriculum renewal process 245

Table 8 The basic, organised and global themes were identified in accordance with the Lack
of collaboration internally and externally in the curriculum renewal process at Shiraz
University

Global theme Gap Organising themes Basic themes

Main reasons of Lack of Reasons related to Mistrust between industry and
gaps in the collaboration the university university
curriculum internally and Lack of financial resources in the
renewal process at externally university and industry
Shiraz University
Lack of supportive policies on the
university regulations for
collaboration of university with
industry and society
Lack of platform and appropriate
communication network of
faculty members to identify each
other’s potentials
Lack of understanding of a core
collaboration principle and
long-term benefits for both sides
Disapproving the university’s
policy of encouraging teamwork
or working with industry
Conflict of university’s law with
the collaboration of professors
with industry and society
Reasons related to Reduction of internal
the university collaborations in the university
Lack of university emerging from
the needs of society and industry
The industry’s tendency to
collaborate with universities in
Tehran
Reasons related to The lack of collective culture and
the faculty belief in synergy in faculty
members
Faculty members with overload
teaching work
Frustrated faculty members of
teamwork due to political
behaviour and lack of meritocracy
The existence of deterring
atmosphere among faculty
members about collaboration
internal and external
246 M. Mohammadi et al.

5 Analysis

The ‘identify graduate attributes’ element is one of the most important and fundamental
elements (O’Connor, 2006; Crawford, 2007) in designing or updating any curriculum and
the importance of this dimension emphasised in many resources, which indicates its
importance in the CRP. In fact, by identifying and defining graduate competencies, we
can engage the graduates more accountable to the community with regard to predicting
the future needs of society as well as the new capabilities needed for industry and
technology (Pritchard and Baillie, 2006).
Failure to continually monitor and evaluate the CRP at Shiraz University, as the
second most gap in the three stages of process namely exploration, testing and piloting
and integration, has been determined by experts of the curriculum development council
of Shiraz University. This means screening and oversight of the process in these stages
are not reinforcing the continuous development of all renewed programs. At these stages,
assessing the level of achievement of the strategic objectives of the renewed curriculum,
implementing the changes in the course and ensuring of following the strategies for the
CRP are not carried out. Continually monitoring and evaluating is another important
element in the design or renewing of any educational program (Lăzăroiu, 2017).
It also some faculties resist implementing new changes in the curriculum, however,
there has been an understanding and agreement to clarify the decisions made during the
process between colleagues. Among the reasons for this resistance, one of the common
reasons for resistance is their past experiences about the CRPes that were challenging,
risky and time-consuming. Also, some faculty members are only looking for weaknesses
in their assessment of their colleagues or process (Barnett and Coate, 2004). In some
cases, faculty members do not temporarily provide information and reports (Desha and
Hargroves, 2013), and most of the evaluation forms are not designed in an efficient and
standard way.
The third gap observed in the implementing the CRP in the test and pilot stage based
on the ESD approach. According to the data, the new materials related to the concept of
sustainability and curriculum changes have not been implemented, and focused
evaluation has not taken place to monitor how to meet expectations for objectives in
practice. Implementing element is another important element in designing or renewing
any curriculum. The best renewed curriculum will not succeed without a systematic
approach to implementation, and new challenges are likely to arise that could threaten to
ruin the process (Smith et al., 2007). According to Desha and Hargroves (2013), the
implementation is such as the ‘Great Opening Night’. At this stage, the educational
planners by receiving feedback from the full implementation of the renewed curriculum
can achieve to develop and update curriculum in such a way that threats are minimised at
the time of implementation and take advantage of implementing the curriculum.
Stabback (2016) states that for effective implementation, a good quality curriculum
should involve to clearly meet the expectations of students, professors, learning
environments, parents, employers, education systems and authorities. Certainly, lack of
engagement of students in learning environments, lack of faculty retraining and the lake
of resources for refreshing educational content which have main impact on the
professors’ abilities to implement new content, have negative effects on the
implementation of each course of the curricula.
 An evaluation of Shiraz University curriculum renewal process 247

According to the findings of the study in the quantitative section, the fourth gap has
been the weakness in getting the internal and external collaboration in the CRP that was
reported at the stage of the implementation of the process.
The motivation to modify or renew the curricula is due to a variety of internal and
external factors. Internal factors include the nature of the academic discipline, faculties,
educational materials, available resources, characteristics of the students, and so on.
Internal factors are mainly derived from evaluating the educational processes or through
the evaluation of educational outcomes. The second part is external factors that include
environmental pressures, academic associations, industrial demands, and government
policies (Khosravi and Arman, 2015). The educational planners cannot perfectly
understand the resources, opportunities, threats and new demands of the market without
effective communication and interaction, both within and outside the university.
Therefore, higher education institutions should be able to engage constructively with their
internal and external environment.
Involving stakeholders and industry professionals during the CRP and implementing
the curriculum will provide the opportunity for curriculum professionals to get their
feedbacks and to achieve the curriculum objectives. But the lack of sufficient financial
resources in the industry and the university has caused lack of collaboration between the
University of Shiraz and its environment.

6 Conclusions

Based on the results, there are some components in Shiraz University that if not
considered, can create serious barriers to the successful implementation of the four stages
of the CRP with a strategic approach. These components are at the university level,
curriculum, and faculty members. The structure, relationships, components, and
regulations of the university play their crucial roles in the success of any strategic
approach and existing the coherence in the organisation design directly influences
organisational accountability. The problems at the level of managerial programs, decision
makings, regulation and policy lead to the low-quality performance of CRP in Shiraz
University. Also, curriculum design as the main subject of this process and the faculty
members as the key implementers of the curricula should be focused on, their opinions
should be given attention and discipline’s professional body will be equipped with a
range of sustainable knowledge and skills. Adopting appropriate monitoring and
evaluation practices, promoting the culture of collectivism, changing the negative
attitudes towards monitoring activities among the faculty members and raising social
capital are other measures that can improve the CRP and its implementation. In addition,
apart from the mentioned factors, considering the external factors that include
environmental pressures, academic associations, industry demands, government policies,
political climate, and funding models such as deregulation of student numbers, and
funding levels, etc., is very essential in the CRP. These factors would be both as barriers
or drivers for the higher education sectors. In this absence of such drivers, there will be
differing levels of understanding of the need for renewing programs to include
sustainability, and a process of clear communication will be critical to enrol faculty in
embarking on the process (Desha and Hargroves, 2013).
248 M. Mohammadi et al.

According to the research results, in order to complete and develop scientific and
practical achievements, the following suggestions are presented:
1 Given the lack of recognition of the graduates’ qualifications in the four stages of the
process of updating curricula, it is recommended that the recognition of
competencies of graduates of different disciplines based on valid and documented
forms, in cooperation with stakeholders and industry owners, and in the teams that
are specific to this component. And be approved as one of the primary duties of the
syllabus of curriculum planning for each discipline.
2 Due to the lack of monitoring in the process of updating curricula, it is recommended
that the most suitable curriculum evaluation model be selected by agreement
between curriculum experts and subject specialists and continuously implemented by
training members of the curriculum councils.
3 Given the difficulty of implementing modernised curricula in the university, it is
recommended that prior to accepting and approving curricula, their compliance with
the sustainable development approach, their feasibility and the usefulness of the
various stakeholders should be collected.
4 As more and more students participate in green projects on campus, in collaboration
with the University Operations and Equipment Division.
5 Formation of committees to promote the sustainable development dimension, in the
form of seminars, workshops, and applied projects.
6 Given the weak internal and external partnerships between faculty members and
other stakeholders, it is recommended that specialist scholarships be applied to
faculty members who work with interdisciplinary and multidisciplinary approaches
to design curricula or courses.
In conclusion, the current study aims to evaluate the CRP at Shiraz University with
strategic approach to ESD. Any critique that looks at the problems differently and
prepares deep understanding of the subject matter will undoubtedly lead to the
development and improvement of the CRP at Shiraz University and, ultimately, the
development of the other higher educational system.
It is hoped that other scholars with new ideas in the study of the process of updating
the curriculum in ESD will pave the way for new horizons in this interdisciplinary field
and explore the untapped arenas and enhance the curriculum and educational system of
Iran.

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