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Educational Alternatives, Volume 17, 2019

CURRICULUM CHANGE MANAGEMENT – A CASE STUDY OF THE LESS COMMONLY TAUGHT EUROPEAN LANGUAGES PROGRAMS IN CHINA
Yan Lu, Ilze Kangro
Pages: 221-229
Published: 13 Oct 2019
Views: 218
Downloads: 34
Abstract: Globalization constitutes a dramatically different environment in higher education, demanding standards and changes in higher education institutions to improve quality, either in management or in teaching process. In 2007, Beijing Foreign Studies University (BFSU), including the Less Commonly Taught European Languages (LCTELs) programs, standardized the curriculum in the undergraduate level. Based on needs analysis of both learners and society, the curriculum is being updated every 4-5 years. This research presented main findings from a case study of the LCTELs programs, focusing on the latest curriculum change management started in 2015. In the framework of Lewin’s change management model, this case study is designed to evaluate the curriculum change from the LCTELs teachers’ perspective. A 5-point Likert Scale questionnaire was employed to investigate the teachers’ opinions about the change in the three steps: unfreezing, changing and refreezing. 50 teachers in 20 LCTELs programs participated in the investigation which was carried out in January 2019. The data analysis presents answers to the following research questions: (a) Is the overall evaluation to the change from teachers’ perspective positive? (b) What are their assessments in each of the three steps? (c)Are problems existing? If yes, what are problems at the first place? The results, on one hand, help to refreeze the curriculum change; on the other hand, provide reference to further change management in the LCTELs programs.
Keywords: less commonly taught european languages, lewin’s change management model, curriculum change management, higher education, china
Cite this article: Yan Lu, Ilze Kangro. CURRICULUM CHANGE MANAGEMENT – A CASE STUDY OF THE LESS COMMONLY TAUGHT EUROPEAN LANGUAGES PROGRAMS IN CHINA. Journal of International Scientific Publications: Educational Alternatives 17, 221-229 (2019). https://www.scientific-publications.net/en/article/1001988/
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