Curriculum Mapping as a Tool for Continuous Improvement of the Business Studies (BS) Curriculum in a Digital-First University
DOI:
https://doi.org/10.24059/olj.v30i2.5568Keywords:
Curriculum mapping, continuous quality improvement (CQI), higher education, curriculum design, digital-first education, artificial intelligence (AI)Abstract
In an era defined by rapid technological disruption, labour market volatility, and increasing demands for accountability in higher education, curriculum mapping emerges as a critical strategic tool for ensuring programme coherence, relevance, and quality. This paper presents a comprehensive, theoretically grounded curriculum mapping framework tailored for a digital-first institution, utilising Arden University’s School of Business and Creativity as a central case study. The study synthesises existing literature to propose a robust framework for continuous improvement, demonstrates its utility through a detailed application to a contemporary business programme, and proposes evidence-based enhancements addressing the impact of Artificial Intelligence (AI). Adapting the model of Veltri et al. (2011), the proposed multi-dimensional framework systematically maps Programme Learning Outcomes (PLOs), Teaching and Learning Activities (TLAs), and Assessment Methods (AMs) against a matrix of internal attributes and external benchmarks, including QAA Subject Benchmark Statements and World Economic Forum (WEF) skills forecasts. Utilising a qualitative case study approach, the analysis reveals that while Arden University’s BA (Hons) Business Management programme possesses strengths in authentic assessment, it requires stronger intentional development of future-ready skills such as AI literacy. Recommendations focus on refining PLOs, creating integrated skill threads, and pioneering AI-aware assessment strategies. This systematic approach allows institutions to move beyond static design to a dynamic model of continuous enhancement.
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