ENTROPY AND CURRICULUM CHANGE – A SYSTEMS VIEW

Tomlin J. Paul*, Joseph M. Branday, Donna Beman, Marinna Scarlett

The University of the West Indies, Mona, JAMAICA

Purpose

To apply systems-theory to curriculum change and develop a tool to build managerial insight into the perceived state of entropy of the curriculum.

Methods

The curriculum is seen as a dynamic system with three subsystems: Technical, Managerial and Psychosocial.  All subsystems interact and overlap in a “Venn” type relationship.  Curriculum change activities are identified by the team, rated and colour coded in a hierarchical manner based on the level or state of change.

Each activity is then plotted and colour coded within the systems/subsystems Venn diagram.  By merging number of activities and colour codes an overview of the current state of entropy of the curriculum is visualized.

Results

Thirteen nodes of change were identified and rated within the three subsystems for our curriculum at the University of the West Indies, Jamaica.  The distribution and dominant colour emerging showed the curriculum in a high state of change and dynamic entropy.  One notes not only the average colour rating by systems but the potential impact of one system on the other given the overlap.

Future Directions