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How does curriculum making contribute to teaching culture in higher education?

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Title: How does curriculum making contribute to teaching culture in higher education?
Authors: Laivuori, Martti1 (AUTHOR) martti.laivuori@helsinki.fi, Toom, Auli1 (AUTHOR), Tikkanen, Lotta1 (AUTHOR), Pyhältö, Kirsi1 (AUTHOR)
Source: Higher Education (00181560). Jan2026, Vol. 91 Issue 1, p331-348. 18p.
Subject Terms: *Curriculum, *Higher education, *Cultural studies, *Institutional environment, *Corporate culture, Cooperation, Change management, Information sharing
Abstract: Curriculum making characterized by effective change management and knowledge sharing in the professional community is at the core of developing higher education. Curriculum making both contributes to teaching culture and is affected by it. However, empirical evidence of this relationship is scarce. This study addresses the gap in the literature by examining the interrelation between higher education teachers' and pedagogical leaders' perceptions of curriculum making and teaching culture within their institutions. Higher education teachers (N = 3064) and pedagogical leaders (N = 370) from all Finnish higher education institutions participated in the study, constituting a nationally representative sample. The survey data were analyzed using descriptive statistical analyses and structural equation modelling. Results showed that curriculum making influenced teaching culture. Higher education teachers and pedagogical leaders perceived curriculum making as collaborative and well-grounded and that the division of roles and functions within the process were reasonably clear. They also reported moderately high levels of development-oriented culture and lower levels on individualistic culture. This implies that the faculty members perceived themselves as active and collaborative within the curriculum making processes rather than experiencing isolation or a lack of collaboration with colleagues. In addition, they reported that development work was seen as important and persistent within their institutions. Differences were detected in curriculum making based on institutional sector. Institutions should be therefore encouraged to consider their teaching culture and differences in support that their faculty members might need when undertaking curriculum development efforts or initiatives. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Curriculum making characterized by effective change management and knowledge sharing in the professional community is at the core of developing higher education. Curriculum making both contributes to teaching culture and is affected by it. However, empirical evidence of this relationship is scarce. This study addresses the gap in the literature by examining the interrelation between higher education teachers' and pedagogical leaders' perceptions of curriculum making and teaching culture within their institutions. Higher education teachers (N = 3064) and pedagogical leaders (N = 370) from all Finnish higher education institutions participated in the study, constituting a nationally representative sample. The survey data were analyzed using descriptive statistical analyses and structural equation modelling. Results showed that curriculum making influenced teaching culture. Higher education teachers and pedagogical leaders perceived curriculum making as collaborative and well-grounded and that the division of roles and functions within the process were reasonably clear. They also reported moderately high levels of development-oriented culture and lower levels on individualistic culture. This implies that the faculty members perceived themselves as active and collaborative within the curriculum making processes rather than experiencing isolation or a lack of collaboration with colleagues. In addition, they reported that development work was seen as important and persistent within their institutions. Differences were detected in curriculum making based on institutional sector. Institutions should be therefore encouraged to consider their teaching culture and differences in support that their faculty members might need when undertaking curriculum development efforts or initiatives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan2026
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