Modelling the Institutional Didactic Choreography of the Diagnosis Processes for Undergraduate Curricular Innovation

Abstract

Ensuring the relevance of Higher Education (HE) in the context of the knowledge society requires transforming the way undergraduate curricula are constructed. Curricular innovation (CI) involves changes in the curricular structure, which must be continuously monitored through deliberation and participatory co-construction from an epistemic perspective. The purpose of this research is to demonstrate the modeling of an institutional didactic choreography of the diagnosis for CI in 8 undergraduate programs, which encompassed four stages:
Anticipation, Internal Choreography, External Choreography, and Product. In each of the four stages, at least three monthly working sessions were held, in-
volving the management teams, faculty, students, alumni, and external experts.

During these sessions, collaborative analysis and sharing of strengths, opportunities, weaknesses, and threats of the current curriculum were conducted. This modeling allows for collective decision-making in the development of reliable and responsive curricular products, thereby reducing the challenges associated with curriculum redesign implementation. Similarly, working through a participatory process helps moderate resistance to change and foster a sense of belong ing to the educational project, as there is a positive appreciation for expanding levels of participation in decision-making.