Curriculum Coherence in Geomatics Education: A Review and Theoretical Grounding of Professional Standards, Accreditation Practices, and Implementation Challenges
This review identifies fragmented accreditation practices affecting curriculum coherence in geomatics education, suggesting further research is needed.
Key Points
The aim is to explore curriculum coherence challenges in geomatics education linked to professional standards and accreditation.
Applied curriculum coherence theory to review existing literature.
Synthesized research across professional standards and accreditation criteria.
Examined challenges of integrating competencies across disciplines.
Identified persistent fragmentation in geomatics education at curriculum and accreditation levels.
Revealed varying accreditation criteria across ABET commissions affecting program alignment.
Noted lack of empirical analysis on the relationship between professional standards and curricula.