Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary.
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In the midst of continuous health professions curriculum reforms, critical questions arise about the extent to which conceptual ideas are actually put into practice. Curricula are often not implemented as intended. An under-explored aspect that might play a role is governance. In light of major curriculum changes, we explored educators' perspectives of the role of governance in the process of translating curriculum goals and concepts into institutionalized curriculum change at micro-level (teacher-student). In three Dutch medical schools, 19 educators with a dual role (teacher and coordinator) were interviewed between March and May 2018, using the rich pictures method. We employed qualitative content analysis with inductive coding. Data collection occurred concurrently with data analysis. Different governance processes were mentioned, each with its own effects on the curriculum and organizational responses. In Institute 1, participants described an unclear governance structure, resulting in implementation chaos in which an abstract educational concept could not be fully realized. In Institute 2, participants described a top-down and strict governance structure contributing to relatively successful implementation of the educational concept. However it also led to demotivation of educators, who started rebelling to recover their perceived loss of freedom. In Institute 3, participants described a relatively fragmentized process granting a lot of freedom, which contributed to contentment and motivation but did not fully produce the intended changes. Our paper empirically illustrates the importance of governance in curriculum change. To advance curriculum change processes and improve their desired outcomes it seems important to define and explicate both hard and soft governance processes.
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Fungal colorants offer a sustainable alternative to synthetic colors, which are derived from fossil fuels and contribute to environmental pollution. While fungal colorants could be effectively produced through precision fermentation by microorganisms, their adoption in industry remains limited due to challenges in processing, formulation, and application. ColorFun aims to bridge the gap between laboratory research, artisanal practices, and industrial needs by developing a scalable and adaptable colorant processing system. Building on the TUFUCOL project, which focused on optimizing fungal fermentation, ColorFun consortium gears the focus to downstream processing and industrial applications by using green chemistry. Many SMEs have explored fungal colorants using traditional methods, but due to lack of consistency and reproducibility, they are unsuitable for large-scale production. Meanwhile, lab research usually does not translate directly to industrial applications. Researchers can fine-tune processes under controlled conditions while large-scale production requires consistent formulations that work across different material substrates and processing environments. Without bridging these gaps, fungal colorants remain confined to research and small-scale applications rather than becoming viable industrial alternatives. Instead of developing separate solutions for each sector, ColorFun is working towards a set of standardized extraction and stabilization methods for a stable base colorant product. This pre-processed colorant can then be adjusted by different industries to meet their specific needs. This approach ensures both efficiency in production and flexibility in application. Professionals will collaborate in a test-improve-test circle, ColorFun will refine these formulations to ensure they work in real-world conditions. Students will be involved in the project, contributing to curriculum developments in biotechnology, chemistry, and materials science. Combining efforts, ColorFun lowers the barriers aiding fungal colorants to become a mainstream alternative to synthetic feedstocks. By making these colorants scientifically validated, industrially viable, and commercially adaptable, the project helps accelerate the transition to sustainable color solutions and circular economy.
