Using information communication technologies to develop dynamic curriculum frameworks for diverse cohorts: a case study from event management

• Published in: Journal of further and higher education Vol. 36; no. 2; pp. 263 - 290
• Main Author: Hadley, Bree Jamila
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01-05-2012; Taylor & Francis Ltd
• Subjects: Australia; Authentic Learning; cognate and non-cognate students; Colleges & universities; constructively aligned curriculums; Cultural Activities; Curricula; Curriculum Development; diverse cohorts; education; Educational Environment; Educational Technology; event management; Experiential Learning; Foreign Countries; Higher Education; Industry; information communication technologies; Information technology; Learning; Management Systems; Marketing; Student Diversity; Teaching methods; Tourism; Australia
• ISSN: 0309-877X; 1469-9486
• DOI: 10.1080/0309877X.2011.614931

This article investigates the role of information communication technologies (ICTs) in establishing a well-aligned, authentic learning environment for a diverse cohort of non-cognate and cognate students studying event management in a higher education context. Based on a case study which examined the way ICTs assisted in accommodating diverse learning needs, styles and stages in an event management subject offered in the Creative Industries Faculty at Queensland University of Technology in Brisbane, Australia, the article uses an action research approach to generate grounded, empirical data on the effectiveness of the dynamic, individualised curriculum frameworks that the use of ICTs makes possible. The study provides insights into the way non-cognate and cognate students respond to different learning tools. It finds that whilst non-cognate and cognate students do respond to learning tools differently, due to a differing degree of emphasis on technical, task or theoretical competencies, the use of ICTs allows all students to improve their performance by providing multiple points of entry into the content. In this respect, whilst the article focuses on the way ICTs can be used to develop an authentic, well-aligned curriculum model that meets the needs of event management students in a higher education context, with findings relevant for event educators in Business, Hospitality, Tourism and Creative Industries, the strategies outlined may also be useful for educators in other fields who are faced with similar challenges when designing and developing curriculum for diverse cohorts.