Nominal Group Technique: A process for initiating curriculum development in higher education

The article presents a short case-study in which the Nominal Group Technique (NGT) is used in the process of structuring a curriculum development team's preliminary course planning. Previous claims that NGT acts to support initial course development through modifying group dynamics, rapidly ide...

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Bibliographic Details
Published inStudies in higher education (Dorchester-on-Thames) Vol. 8; no. 2; pp. 129 - 138
Main Authors O'Neil, Michael J., Jackson, Lorna
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.01.1983
Carfax Pub
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Summary:The article presents a short case-study in which the Nominal Group Technique (NGT) is used in the process of structuring a curriculum development team's preliminary course planning. Previous claims that NGT acts to support initial course development through modifying group dynamics, rapidly identifying central curriculum design issues and facilitating experience exchange seem warranted in the instance we present. We describe the use of the NGT procedure as we have employed it and discuss its strengths and limitations in the context of immediate and longer-term curriculum planning of a CNAA BEd degree.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075078312331378994