The trifecta for curriculum sustainability in Australian universities

William Guo; Wei Li; Roland Dodd; Ergun Gide; William Guo; Wei Li; Roland Dodd; Ergun Gide

doi:10.3934/steme.2021001

STEM Education

2021, Volume 1, Issue 1: 1-16. doi: 10.3934/steme.2021001

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The trifecta for curriculum sustainability in Australian universities

William Guo ^{1
,
,},
Wei Li ^{1
,},
Roland Dodd ^{1
,},
Ergun Gide ^{1
,}

1.
School of Engineering and Technology, Central Queensland University, Bruce Highway, North Rockhampton, QLD 4702, Australia

Received: 01 December 2020 Revised: 01 January 2021
Opinion

Commercialization and internationalization of tertiary education has opened a new way for universities to grow and make more profit. This in turn has supported sustainable growth of the higher education sector for the last three decades in developed countries. Curricula offered by accredited tertiary institutions must meet the quality standards set by both the governmental agencies and the professional accreditation bodies. These programs must also provide graduates with employment opportunities. Hence, quality and employment opportunities are the two key factors for sustainability of any degree program offered by tertiary institutions. However, changes in regulations and policies by the national government sometimes play a vital role in creating new programs, and maintaining or disestablishing some existing programs offered by institutions in the nation. These changes are not controlled by individual institutions, which has become the third unpredictable factor in curriculum creation and/or sustainability. Using the journey of a new master's program in information technology (IT) in an Australian university as a case study, we explore how this third factor impacted on the initialization, creation, and short life of this program primarily targeting international students in the mid-2000s. We then extend our discussion to the implications of the recent changes to tertiary tuitions from 2021 by the Australian Government on the sustainable future of the Australian tertiary education sector on a broad scale.
- curriculum quality,
- employment opportunities,
- government regulations and policy,
- curriculum sustainability,
- international education,
- tertiary education
Citation: William Guo, Wei Li, Roland Dodd, Ergun Gide. The trifecta for curriculum sustainability in Australian universities[J]. STEM Education, 2021, 1(1): 1-16. doi: 10.3934/steme.2021001

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Abstract

Commercialization and internationalization of tertiary education has opened a new way for universities to grow and make more profit. This in turn has supported sustainable growth of the higher education sector for the last three decades in developed countries. Curricula offered by accredited tertiary institutions must meet the quality standards set by both the governmental agencies and the professional accreditation bodies. These programs must also provide graduates with employment opportunities. Hence, quality and employment opportunities are the two key factors for sustainability of any degree program offered by tertiary institutions. However, changes in regulations and policies by the national government sometimes play a vital role in creating new programs, and maintaining or disestablishing some existing programs offered by institutions in the nation. These changes are not controlled by individual institutions, which has become the third unpredictable factor in curriculum creation and/or sustainability. Using the journey of a new master's program in information technology (IT) in an Australian university as a case study, we explore how this third factor impacted on the initialization, creation, and short life of this program primarily targeting international students in the mid-2000s. We then extend our discussion to the implications of the recent changes to tertiary tuitions from 2021 by the Australian Government on the sustainable future of the Australian tertiary education sector on a broad scale.

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