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This paper presents an action-research approach for improving a course-based MEd program, driven by a mandated, year-long faculty-led curriculum review in education. Findings report instructors’ perceptions on enacting recommendations, including visual program conceptualization, stronger course connections, clearer goal and expectation coherence, expanded action-research emphasis, enhanced student ethics support, and communities of practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/action-research-for-graduate-program-improvements-a-response-to-curriculum-mapping-and-review/596761/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/action-research-for-graduate-program-improvements-a-response-to-curriculum-mapping-and-review/596761.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What improvement approach does the paper focus on for the graduate program?","Question",{"text":112,"@type":113},"The paper focuses on an action research approach to program improvement for a course-based MEd degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What institutional process drove continual program improvement in this study?",{"text":117,"@type":113},"A year-long, institutionally mandated curriculum review led by faculty for professional graduate programs in education generated actions and recommendations for improvement.",{"name":119,"@type":110,"acceptedAnswer":120},"What major recommendation themes emerged from the study findings?",{"text":121,"@type":113},"The findings include developing a visual program conceptualization, improving connections between courses, clarifying coherence of goals and expectations, increasing action-research focus, strengthening ethics support and scaffolding for students, and fostering communities of practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596761,1792211412,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 48, No. 1, 2018, pages 82-98  \nAction Research for Graduate Program Improvements: A Response to Curriculum Mapping and Review  \nMichele Jacobsen Sarah Elain Eaton Barb Brown Marlon Simmons  \nMairi McDermott  \nUniversity of Calgary  \nAbstract  \nThere is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students;  \nand (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.  \nCJHE / RCES Volume 48, No. 1, 2018  \nGraduate Program Improvement Through Action Research /  \nM. Jacobsen, S. E. Eaton, B. Brown, M. Simmons, M. McDermott  \n83  \nRésumé  \nIl existe une tendance mondiale à améliorer les programmes d’études supérieures ainsi que l’expérience des étudiants par la révision et l’articulation des programmes. Nous décrivons une approche rechercheaction pour améliorer un programme de cours de maîtrise en éducation.  \nUne révision des programmes d’éducation au niveau supérieur imposée par l’institution et menée par des membres de la faculté a engendré des actionset recommandations vers l’amélioration des programmes. Les résultats montrent les perceptions des chargés de cours en ce qui concerne la manière dont ils ont réalisé ces recommandations. Parmi celles-ci,(1) développer une conceptualisation visuelle du programme; (2) améliorer les connexions entre les cours; (3) clarifier les buts et les attentes des étudiants et professeurs; (4)élargir le focus sur la recherche-action; (5) offrir aux étudiants l’échafaudageet plus de soutien pour l’éthique; et (6) encourager des communautés de pratique. Les résultats de l’étude soulignent les forces du programme actuelet des configurations de cours, et des suggestions pour action et recherche quiseraient nécessaires pour continuer à améliorer le programme.  \nIntroduction  \nUniversities are recognized as centres for research and knowledge mobilization, innovation, and discovery. In the past two decades, we have seen an increased focus on the quality of student experience and the quality of teaching. Research from Canada, the United States, the United Kingdom, and Australia points to an increased emphasis on quality teaching and learning, and a trend toward curriculum review, reform, and quality assurance initiativesin higher education focused on the student experience (Dyjur & Lock, 2016; McNay, 2009; Oliver, Ferns, Whelan, & Lilly, 2010; Oliver & Hyun, 2011; Spencer, Riddle, & Knewstubb, 2012; Uchiyama & Radin, 2009; Wooltorton et al., 2015) . Common challenges addressed through curriculum review and program renewal in graduate education include low student satisfaction, attrition rates, time to completion, fragmentation of programs and courses, narrowly defined specializations, disconnection from professional practice, and inaccessible and inflexible timetables for students who work full time (Willis, Inman, & Valente, 2010) . In this paper, the authors describe the broader context of curriculum review that informed the Werklund School of Education (WS","cbCaijtfEYNOxEdD","https://ap.wps.com/l/cbCaijtfEYNOxEdD","pdf",282695,17,"English","# Introduction\n## Global Context of University Curriculum Review Processes","[{\"question\":\"What improvement approach does the paper focus on for the graduate program?\",\"answer\":\"The paper focuses on an action research approach to program improvement for a course-based MEd degree.\"},{\"question\":\"What institutional process drove continual program improvement in this study?\",\"answer\":\"A year-long, institutionally mandated curriculum review led by faculty for professional graduate programs in education generated actions and recommendations for improvement.\"},{\"question\":\"What major recommendation themes emerged from the study findings?\",\"answer\":\"The findings include developing a visual program conceptualization, improving connections between courses, clarifying coherence of goals and expectations, increasing action-research focus, strengthening ethics support and scaffolding for students, and fostering communities of practice.\"}]","Action Research for Graduate Program Improvements - A Response to Curriculum Mapping and Review | PDF",1792083668,43]