Mapping curriculum in higher education: Unveiling alignment, complexity, and ideology

Abstract

In this case study the authors explore how an investigation of curricular sources, curriculum mapping and foundational curriculum ideologies provided insights into teaching and learning and continuous improvement efforts in a university-based teacher education programme. The study is based on three reflective activities: identification of context-specific priorities, comparison with international practices as an external benchmark, and utilization of Schiro’s (2013) curriculum ideology inventory as an analytic tool. By investigating the planned, taught, and learned curricula, the study identifies gaps, redundancies, and areas for enhancement. Results from curriculum mapping and the adapted curriculum ideologies inventory underscore the complexity of aligning professional standards, accreditation requirements, and institutional visions. The reflective process fostered transparency, collaboration, and deeper understanding of ideological influences on curriculum design. Insights gained extend to higher education contexts, suggesting that curriculum mapping, coupled with ideological exploration, is a valuable tool for quality assurance and continuous improvement. The findings advocate for integrating student voices and fostering cross-disciplinary collaboration in curriculum development. The processes, results, and adapted ideologies inventory are shared for consideration and use for educators in higher education.