Curriculum Design from stakeholders’ perspective

Purpose Inclusive curriculum design focuses on student’s progression, retention, satisfaction and produce graduates fit for the world of work. The study examines how the accounting degree course was designed following Biggs model of constructive alignment and stakeholders involvement. Research Impact This research contributes to limited empirical study of curriculum design and how collaborative inclusive participation has led to a degree that embeds a diversity of viewpoints and experiences incorporated from all stakeholders. Design/methodology/approach The study uses both quantitative and qualitative, interpretive approach to data collection using both online and paper-based questionnaires with 52 student’s participants studying at Levels 4 – 6, eight academic community responses, as well as incorporating ACCA, CIMA, NHS, competitors and external academic response. Findings The findings reveal how the feedback received from various stakeholders has enriched curriculum content and relevance in many ways such as: emphasis on ethics, digital technology, professional bodies exemptions and has highlighted the growing importance of employability skills recognitions