Integrating multiple stakeholder perspectives in curriculum design

Interventions in higher education have sought to improve student attainment levels in core competencies at the undergraduate level. Curriculum redesign has been advanced as one such critical strategic approach for addressing persistent disparities in rates of progression between students. \ud \ud However, we suggest that there exists a serious tension between curricular structure that serves to enact and enforce artificial boundaries around core subject areas, and a narrative which espouses disciplinary fluidity and a worldview that recognises the increasingly interconnected nature of global business and management activity. \ud \ud To gain a deeper understanding of the potentially conflicting perspectives and expectations of stakeholders in curriculum design, the study selected one core undergraduate management module for further investigation. Initial results of the study suggest the need for a holistic framework for capturing the interconnections that influence curriculum design, and thus aims to contribute to pedagogical research debates in business and management education.