About this paper

Appears in:
Pages: 6167-6171
Publication year: 2019
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1484

Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain

DELPHI TECHNIQUE FOR CURRICULUM DEVELOPMENT

D. Vankova, J. Videnova

Medical University of Varna (BULGARIA)
Background:
Qualitative consensus methods are widely applied in order to reach levels of agreement on important issues in medicine, public health and education. The Delphi-methodology approach is such a technique. The classical Delphi study is a scientific way for obtaining, exchanging, and developing informed opinion on an issue.
Efficient curriculum development relies on analysis of the best available evidence in order to make strategies for the translation of research into practice. Delphi-study provides the frame for such analysis in order to receive agreement and support for a concrete topic. The goals of the Delphi method are to describe a variety of alternatives to an issue at stake and to provide a constructive forum in which consensus may occur.

The method includes a multistage process. The core characteristics are: anonymity, repeatbility and controlled feedback. It is crucial that a heterogeneous group of experts be identified, to gather all possible options on an issue. Herewith, the issue at stake is the need and relevance of teaching Bulgarian folk dances (BgFD) during the sport classes at a higher educational level. The experts are selected from the academic setting (experts responsible for curriculum development); tutors (field experts who teach sports or BgFD) and experts from the field of ethnography and choreography.

Aim:
To describe the Delphi technique and to present how it was used in a mixed-methods research study in a university setting – the Medical University of Varna, in Bulgaria.

Methods:
A literature review about classical Delphi technique. Its application is illustrated by a case example from a research project on curriculum development related to BgFD as a discipline. A two-round policy Delphi study was the second phase of a PhD-project, which encompasses quantitative and qualitative methods. The study was intended to examine stakeholders' perceptions on the issue, which stayed in the focus of our research – BgFD as a curriculum discipline.

Discussion:
The complexities of using the classical Delphi methodology to explore different options are discussed. The results from the quantitative study were communicated in the following Delphi-study, which appeared to be a successful way to focus on the relevant topic. The Delphi study was conducted in two rounds among 12 participants in order to reach a consensus regarding BgFD: Institutional panel (4 participants), Professionals’ panel (4 participants) and Expert panel (4 participants). Finally, the Delphi participants reached a consensus on the special and relevant place of BgFD in the curriculum. Such a consensus is a step ahead in the academic circles, which traditionally relate sport classes with classical sport disciplines. The Delphi-participants also supported the idea that BgFD improve students’ health and quality of life. The findings have been published recently in peer-reviewed proceedings, which adds credibility to the work, and builds the body of evidence on the topic.

Conclusion:
The classical Delphi technique is an effective and creative tool that could benefit curriculum development. Classical Delphi can offer researchers means to explore levels of consensus on educational issues that have major effects on health. Practitioners, tutors and curriculum developers may also benefit because it provides a useful way to assess and validate expert knowledge that could be contestable in a range of practice-based situations.
@InProceedings{VANKOVA2019DEL,
author = {Vankova, D. and Videnova, J.},
title = {DELPHI TECHNIQUE FOR CURRICULUM DEVELOPMENT},
series = {12th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2019 Proceedings},
isbn = {978-84-09-14755-7},
issn = {2340-1095},
doi = {10.21125/iceri.2019.1484},
url = {http://dx.doi.org/10.21125/iceri.2019.1484},
publisher = {IATED},
location = {Seville, Spain},
month = {11-13 November, 2019},
year = {2019},
pages = {6167-6171}}
TY - CONF
AU - D. Vankova AU - J. Videnova
TI - DELPHI TECHNIQUE FOR CURRICULUM DEVELOPMENT
SN - 978-84-09-14755-7/2340-1095
DO - 10.21125/iceri.2019.1484
PY - 2019
Y1 - 11-13 November, 2019
CI - Seville, Spain
JO - 12th annual International Conference of Education, Research and Innovation
JA - ICERI2019 Proceedings
SP - 6167
EP - 6171
ER -
D. Vankova, J. Videnova (2019) DELPHI TECHNIQUE FOR CURRICULUM DEVELOPMENT, ICERI2019 Proceedings, pp. 6167-6171.
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