Abstract
This study examines lecturers’ concerns about the implementation of the Higher Education Curriculum (HEC) in undergraduate English major programs in Indonesia. I used the Stages of Concern (SoC) model, one of the diagnostic dimensions of the Concerns-Based Adoption Model (CBAM), as the theoretical framework for this explanatory sequential mixed-method research study. The model consists of seven stages of concern, which help identify lecturers’ attitudes and beliefs while implementing a new curriculum. I conducted an online survey, using an adapted version of the SoC Questionnaire and an open-ended question, with English lecturers (N=368) from six regions in Indonesia to investigate their concerns regarding the implementation of the HEC and how their concerns differ according to their demographic characteristics. The questionnaire data were analysed using SoC profiles, independent-samples-T-test, and one-way MANOVA. Subsequently, I conducted online semi-structured interviews with 20 selected participants with different SoC profiles from 18 HEIs to explore more deeply their concerns about the implementation of the HEC and factors affecting the implementation of the HEC. The interview data were analysed using thematic analysis.The findings from the questionnaire phase indicate that the lecturers demonstrate a ‘nonuser profile’ in the SoC model, which means they have little concern about or involvement with the HEC implementation. However, they would like to know more about the HEC, although they were uncertain how to improve the implementation of the HEC. In addition, almost 90% of participants reported not successfully adopting the HEC in their classroom practice. Furthermore, their concerns significantly differed according to gender, academic qualification, age, teaching experience, and year of involvement in the HEC implementation. However, the types of institutions, geographical locations, and length of the HEC implementation did not show statistically significant differences.
The results of the interview phase and open-ended question data uncovered four themes: first, lecturer-related concerns (for instance, motivation to understand the HEC, collaborative efforts, and individual approaches to the HEC implementation); second, curriculum-related concerns (such as the availability of curriculum guidelines and the clarity of learning goals and outcomes); third, institution-related concerns (for example, the provision of dissemination, facilities, and financial support); and, fourth, student-related concerns (including students’ motivation, support, and competencies).
This research provides insights into the development of an assessment model for curriculum implementation using an adapted SoC Questionnaire. The study also contributes to the literature on four factors affecting curriculum implementation: lecturer-related, curriculum-related, institution-related, and student-related factors. Finally, the findings of this study – that many lecturers do not yet engage fully with the HEC – provide evidence of the need for further implementation of the curriculum in Indonesia.
| Date of Award | 2024 |
|---|---|
| Original language | English |
| Supervisor | Elke STRACKE (Supervisor), Kate WILSON (Supervisor) & Jenny DEAN (Supervisor) |