(Special Issue) Analysis of the Development of Interdisciplinary Curriculum under the Context of University Social Responsibility Policy: Take the Rural Interdisciplinary Curriculum as an Example
Author: Chih-Ying Yang (Department of Education, National Pingtung University), Yu-Wen Wang (Department of Primary Education, Henan Normal University)
Vol.&No.：Vol. 68, No. 3
Date：September 2023
Pages：209-238
DOI：https://doi.org/10.6209/JORIES.202309_68(3).0007
Abstract：
Background and Purpose
Since 2018, the Ministry of Education in Taiwan has been actively promoting the University Social Responsibility (USR) Practice Program to equip college students with the skills to fulfill their civic responsibilities as well as to address complex social problems and local needs by applying their professional knowledge. Developing an interdisciplinary curriculum for universities is a key step to cultivating social responsibility in students. With the support of USR policies, diverse interdisciplinary curricula with a rural focus are gradually being developed in universities.
However, few studies have thoroughly explored the theoretical discourse and strategies pertaining to the development of interdisciplinary curricula in the context of the USR program in Taiwan. Given that addressing challenges in rural areas is a key element of the USR policy, the present study investigates the development, strategies, and challenges of an interdisciplinary curriculum that emphasizes solving problems in rural areas under the USR policy. On the basis of the findings of the present study, recommendations are proposed for the future development of interdisciplinary curricula for addressing challenges in rural areas.
Literature Review
1. Concept of University Interdisciplinary Curriculum
An interdisciplinary curriculum should exhibit at least three characteristics. First, an interdisciplinary curriculum should be more than a combination of multiple courses that incorporate specific values and arguments. Second, the concept of interdisciplinary curriculum is both a goal and a process in university curriculum development.. Third, an interdisciplinary curriculum is complex in nature. To develop an interdisciplinary curriculum that aligns with the USR policy, the main considerations should include the level of responsiveness to local social needs, the integration of local knowledge, and local problem-solving.
2. Methods for Developing a University Interdisciplinary Curriculum
Under the guidance of the Ministry of Education’s USR policy, universities have designed diverse interdisciplinary curricula that cover credit programs, micro-credit programs, self-learning programs, and nondepartmentalized bachelor programs. However, because the methods for developing curricula differ in terms of their positioning and learning attributes, universities can organically integrate multiple methods to develop interdisciplinary curricula on the basis of the attributes of the specific USR program being implemented, enabling them to design adaptive and diverse curriculum modules that meet the needs of students from diverse backgrounds.
3. Strategies of Developing a University Interdisciplinary Curriculum
For the development of an interdisciplinary curriculum that aligns with the USR policy, the following strategies can be adopted are (1) clarifying the desired interdisciplinary skills to be cultivated in students, (2) integrating the educational system of a university with professional programs, (3) analyzing and designating local social challenges as the core foundation for organizing an interdisciplinary curriculum, and (4) coordinating the operation of learning communities for interdisciplinary faculty and local stakeholders in relevant fields.
Research Methods and Design
1. Participants
To understand the methods, strategies, and challenges pertaining to the development of university interdisciplinary curricula that align with the USR policy, the present study selected 12 USR programs as research subjects. In these 12 programs, various interdisciplinary curricula were systematically developed to address problems in rural areas, including those related to education, culture, and industry.
2. Data Collection
To achieve its research purpose, the present study employed several data collection methods, including focus group discussions, individual interviews, and document analysis. First, focus group discussions and individual interviews involving project leaders and key participants of USR programs were conducted, and semi-structured interviews were conducted to collect data on the methods, strategies, and challenges pertaining to the development of interdisciplinary curricula that focus on addressing problems in rural areas in accordance with the USR policy. Second, document analysis was performed. This analysis included a review of government policy documents on the promotion of USR programs as well as university documents regarding the implementation of USR programs (e.g., program applications and annual reports).
3. Data Analysis
All audio recordings were transcribed for primary coding. During data analysis, common themes were identified through primary coding and were divided into various categories and subcategories. The coding of the collected qualitative data was performed recursively. Specifically, after each document or transcript was coded, the researchers compared the identified codes with previously identified ones before moving on to the next step of analysis. This process was repeated until the final document and interview transcript were analyzed and all codes were compared and matched to earlier ones.
4. Trustworthiness
To enhance the trustworthiness of the present study data, data were collected from multiple sources to ensure the comprehensiveness of the research analysis and results. After the audio recordings of the focus group discussions and individual interviews were completed, Twelve directors or key team members of the USR project were invited to review the transcriptions to verify their accuracy and alignment with their original statements. To adhere to ethical research principles, informed consent was obtained from all research participants, who were informed about the research procedures and how the data would be used prior to the start of the present study.
Conclusions and Recommendations
The main conclusions of this study are as follows. (1) Interdisciplinary curricula that focused on addressing problems in rural areas were diverse and mainly comprised credit programs, micro-credit programs, self-learning programs, and nondepartmentalized bachelor programs. (2) Universities adopted various strategies to develop interdisciplinary curricula focused on addressing problems in rural areas. They mainly included determining the subjects and content of a program, structuring the hierarchical development of an interdisciplinary curriculum, and designing the structure of an interdisciplinary curriculum. (3) The main challenges encountered during the development of interdisciplinary curricula focused on addressing problems in rural areas were curriculum development and design, university organizational culture, the curriculum competence and mindset of faculty members, the interdisciplinary learning of students, and the methods and mechanisms for evaluating a curriculum.
Under the USR policy, interdisciplinary curricula should be developed to highlight the crucial role that universities play in solving local issues. They should also challenge and redefine traditional academic perspectives regarding knowledge and learning. Local community knowledge should be incorporated into classroom instruction to guide students to engage with the community and participate in meaningful learning activities involving interdisciplinary collaboration.
Given the present study’s findings regarding the challenges encountered during the development of interdisciplinary curricula focused on rural areas, future studies should (1) clarify the conceptual framework of university interdisciplinary curricula that align with the USR policy, (2) examine the factors influencing the decision-making in the development of interdisciplinary curricula under the USR policy, (3)strengthen the learning pathways and guidance mechanisms for students taking interdisciplinary curricula, and (4) diversify the considerations and mechanisms for assessing university interdisciplinary curricula focused on rural areas.
Keywords：university social responsibility (USR), sustainable development goals, rural curriculum, interdisciplinary curriculum
《Full Text》
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