Curriculum integration in higher education : transcending disciplinary divides to meet market demands

Abstract

The unpreparedness of university graduates for the workforce remains a global concern for employers. The main reasons are (I) misalignments between university curricula and market demands, (II) a disconnect between theory and practice, (III) inadequate twenty-first-century skills, (IV) rapid technological changes and (V) weak partnerships between universities and industries. Although these problems are widely recognised in educational research and policy, practical solutions are yet to be fully implemented. This dissertation sought to evaluate the impact of Curriculum Integration (CI) on bridging the gap between academic knowledge and what the market needs. CI, a teaching approach that combines disciplines to encourage collaboration and communication across related fields, was analysed to understand its effectiveness in developing twenty-first-century skills, fostering better links between universities and industries and overcoming the challenges of implementing CI in higher education (HE). Guided by the IIIT’s (1989) model of CI, constructivist learning theories (Piaget, 1960; Vygotsky, 1978) and Bloom’s (1956) taxonomy, this study utilizes the PDSA (Deming, 1993) to integrate academic and practical knowledge at two universities: ‘The University of Macbeth’ (UOM) in Malaysia and ‘The University of Hamlet’ (UOH) in Mauritius. These universities were chosen based on high graduate unemployment rates and employers’ complaints about graduates’ unpreparedness for work. This 14-week qualitative study employed an interpretive approach and a comparative multiple-case study design. The purposive sample included four lecturers, four professionals, and twenty third-year students from specific courses at both universities. Data was gathered from lesson plan reviews, interviews and focus group discussions using Creswell’s (2013) qualitative analysis methods. The findings revealed different pedagogical approaches among lecturers: interdisciplinary (A), multidisciplinary (B, D), and a combination of methods by lecturer C. Effective CI balanced theory and practice through activities that reflected real-world jobs, improving essential twenty-first-century skills like critical thinking, problem-solving, creativity and collaboration. Professionals confirmed the students’ job readiness and practical skills. However, some challenges were identified. Lecturer B’s students struggled to connect interdisciplinary perspectives because they were taught separately, emphasising the need for better lesson planning. Lecturer A and C highlighted the importance of institutional support, while lecturer B did not see preparing students for the workforce as part of her role. There was also a lack of alignment between assessments and CI practices. Overall, this study emphasises the importance of careful planning for integrated lessons that align with educational standards, collaboration across disciplines, ongoing faculty training, adequate resource allocation and effective communication between universities and industries. Keywords: Curriculum Integration, Higher Education, Market Demands.