Curriculum design and reform in undergraduate English programs: a comparative study of selected universities in Bangladesh

Abstract

This study examines how BA in English program in Bangladesh balance between traditional literary study and modern educational demands. This study compares the BA in English curricula from two different categories of institution which are private universities and public universities. Dhaka University and Khulna University are selected under the public university category, whereas BRAC University and World University of Bangladesh are selected under the category of private university. This study uses qualitative content analysis to examine the different elements form official publicly available curricula such as, course structures, credit distributions, stated objectives, and course descriptions. The analysis is done by examining these elements of curricula using theories such as outcomes-based education, constructive alignment, and needs-responsive curriculum design. The findings show that Universities have changed their approaches to BA in English by moving away from a literature heavy curriculum to a balanced curriculum to balanced interdisciplinary curriculum. However, there are some differences that are still there due to institutional differences. To clarify, Khulna University still follows a curriculum that has not been reformed for a long time and still have somewhat literature dominance present in it. Moreover, Dhaka University curriculum shows a more balance approach after the latest curriculum reform. In comparison, BRAC University and World University of Bangladesh have comparatively put more emphasis on skill-focus interdisciplinary learning in their curricula. Furthermore, all four curricula have taken an inclusive approach to literature by moving away from canonical literature. Some universities have even created bridge between education and job sector by incorporating internships opportunity. Lastly, this study ends by leaving some recommendation for further development on curriculum.