Curriculum critique – Rural Research Capacity Building Program

Abstract

Purpose: This paper provides a critique of the curriculum of the Rural Research Capacity Building Program, a novice researcher training program conducted by New South Wales Health in Australia.

Approach: Using a framework approach, aspects of the curriculum are explored with reference to existing literature and 10 years of program coordinator experience implementing the curriculum.

Findings: This critique has found that the curriculum provides structure and flexibility for teaching and learning practices. A competency-based framework provides clarity for learners in knowing when program requirements have been met. By encouraging learners to compile a portfolio of evidence, achievement of competency can be demonstrated against all aspects of the curriculum. As the program targets motivated self-directed learners, the ability to tailor learning experiences within the curriculum is a critical component.

Research implications: This critique provides a foundation for further research exploring specific aspects of curriculum delivery.

Practical implications: Formal critique of curriculum allows for ongoing refinement of teaching practices.

Originality/value: Formal curricula of workplace-based training programs are rarely explored in the literature. Critiques of curricula provide an important tool to examine teaching methods and program outcomes.

Limitations: The Rural Research Capacity Building Program is a single program, which may limit the generalisability of these findings.

Keywords: curriculum, adult learning, research education