A Phenomenological Analysis of Acceptance of Curriculum Innovation in Farhangian University

Introduction
Based on the previous experiences, success of any innovative curriculum depends not only on the way it is designed and developed, but also on the way it is implemented. Accordingly, successful implementation of any innovative curriculum entails teachers' participation, collaboration and acceptance, and dissemination of curriculum during the curiculum implementation process.If curriculum implementers do not play any role in the design and development process of curriculum, they will probably not feel a sense of belonging, necessary to guarantee the success of any curriculum, may resist curriculum changes, and therefore, may refuse to accept the innovative curiculum. Curriculum cceptance refers to a process which is based on the decision to follow a curriculum or a specific curriculum orientation. The process of acceptance consists of five stages, namely awareness, interest, evaluation, testing, and making decision about acceptance or non-acceptance. Therefore, the present study is an attempt to phenomenologically analyze experiences of university lecturers, as the main implementers of innovative curriculums, and student-teachers, as recipients of innovative curriculums, about the changes and innovations which have been made in Farhangian University curiculums and their responses to to such innovations?
Research questions
1- What changes have been made occured in Farhangian University after introducing innovations in its curriculums?
2- How have lecturers and student-teachers responded to innovative curriculums in Farhangian University?
Materials and methods
The objective of this research is to phenomenologically analyze the experiences of Farhanigian University's lecturers and student-teachers regarding their acceptance or nonacceptance of innovative curriculums. To this end, the study benefits from a qualitative approach to, and more specifically a phenomenological method of, research.
1 PhD student of Curriculum Studies, Bu Ali Sina University
2 Associate Professor (Corresponding Author). Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Kurdistan, Iran. Email: y.maroofi2007@gmail.com
The study population were all the lecturers and student-teachers of ten zones campuses of Hamadan, Ilam, Kermanshah, and Kurdistan provinces. The study sample consists of 26 lecturers and student-teachers who had experienced innovative curriculums. They were selected based on purposive sampling strategy and by considering the theoretical saturation principle. Data were collected through conducting semi-structured interviews with participants and analyzed through benefitting from Colaizzi's seven-step method for data analysis and thematic analysis. The data were then coded and a number of basic, organizing and comprehensive themes were identified. Furthermore, the two criteria of transferability and credibility were used to assess the validity of the qualitative data. Concerning transferability of the qualitative data, the whole process, from sampling to data collection and analysis, was described in great detail. In order to ensure credibility, the researchers tried to navigate the interview process accurately, i.e. they tried to focus on questions and objectives during the interview process and asked the interviewees to give clear answers to interview questions when necessary. The obtained data was then transcribed and interpreted. After following the first two steps of the analysis, the researches checked the accuracy of interpretations, made based on participants' answers, through calling back to them and making other different valid interpretations if necessary. Concerning confirmability of the data, an experienced external observer reviewed the theoretical basis for data collection and analysis, and confirmed it.
Results
Based on participants' experiences, major domains of innovation in the programs of the Farhangian University can be divided into fifteen basic themes and three predominant themes of innovation in educational system, innovation in student admission system, and innovation in the nature and content of curriculum.
1. The four identified themes concerning innovation in the education system were transfer of teacher training centers into Farhangian University, innovation in administrative structure of campuses and educational centers, development plan of education, arrangement of academic disciplines and compilation of instruction for improving quality of education.
2. The four basic themes in relation to innovation in student admission system were admission of undergraduate students (teacher- students), associate and bachelor students (student teachers), admission of interns, according to Article 28 of the University Statute, from graduates of other universities, and admission of students in graduate courses.
3. Concerning innovation in nature and content of the curriculum, seven basic themes, namely changing course topics and titles, introducing Islamic education courses into the curriculum, introducing practical and workshop courses into the curriculum and emphasizing professional adaptation and transfer credit for courses, changing presentation and quality of the training course, and introducing project course or teacher workbook into the curriculum, were identified.
The findings further indicated that responses of lecturers and student-teachers to curriculum innovation at Farhangian University were different. On the one hand, the curriculum was completely accepted by the participants and on the other, they looked at it critically and were resistant to change. Participants' reasons for their different viewpoints were presented in three predominant themes, 15 organizer themes and 36 basic themes. Finally, a number of suggestions were made for how to gain greater
acceptance of curriculum innovation.
Discussion
Although innovations and changes are usually followed by criticisms, the importance of moving forward and keeping pace with changes in this complex world cannot be ignored. Farhangian University is no exception in this regard and needs innovation in developing its curriculums. Although there is still a long way to go to educate ideal teachers, the university can take appropriate action to facilitate innovation in curriculum and overcome resistance against it. This can be done through increasing implementers' awareness of the essence and philosophy of innovation, participation in the curriculum development process, continuous monitoring of attitudes and expectations of executives, and monitoring of the proper implementation of innovative programs.