Appendix B
Interview guide for curriculum developers

Part A: Educational needs analysis

1. Occupational data

Was there an occupational survey and analysis?

• what form did it take?
• what methods were used?
• how detailed was it (duties, jobs, tasks, skills)?
• importance and frequency of tasks (significance and relevance)?
• how long did the survey and analysis take?

Who had input to the occupational survey?

• what sections of the industry did it reach?
• did instructors have any input?
• did curriculum developers have any input?

What future industrial requirements did it identify?

• labour needs forecast?
• short term?
• long term?
• technological change?
• type of student to be trained?

2. Existing course data

What was known about students in similar courses?

• age?
• geographical distribution?
• background education and experience?
• attrition?
• special needs?
• anything else?

What was known about the structure of similar courses?

• subject choice (electives available?)
• compulsory core?
• full time, part time?
• block, day release?
• on, off campus?
• problems?
• anything else?

3. Context data

What was known about policy, regulations, constraints?

• government?
• TAFE Authority?
• finance, time, space?
• choice of training institutions?
• instructors, counsellors?
• materials and equipment?
• accreditation body?
• unions?
• professional associations?
• anything else?

Part B: Curriculum decision making

1. On each of the following, how were decisions made and on what basis?

How did you decide on course structure?

• level of course?
• length of course?
• type of course?
• qualification?
• entry requirements?
• full time, part time?
• day or block release?
• self paced or lock step?
• on or off campus?
• subject based or modular?
• choice of subjects or modules (core, options)?
• links with other courses (existing or future)?

How did you decide on course content?

• what to include, what to reject?
• weighting of general education, theory, practical, skills development and general industrial experience?
• values and attitudes?
• content included for articulation or mobility?
• content included for personal development?
• division into units, subjects, modules?
• sequencing?

How did you decide on course assessment?

• relationship of objectives to tests?
• type of testing chosen?
• marks, mastery?
• frequency of testing?
• number of attempts on each test?
• importance of testing in overall assessment?
• internal, external assessment?
• standards? conditions?
• what constitutes "failure"?

2. Give your opinion on the following

What were the most vital decisions?

What were the most difficult decisions?

What were the most successful decisions?

What were the least successful decisions?

Can you suggest possible improvements in the curriculum process?

• data collection?
• data analysis?
• decision making procedure?
• other things?