Comparative overview of Bachelor of Science (microbiology) degree program structure across different countries
Dr. Pankaj Mehrotra
A number of countries have national curricula, and most states in United States of America follow common guidelines for a core curriculum. Based on assumption, around the world there must be a general implementation that a curriculum should cover most basic conceptual courses and other courses required for professional development. The initial thought to formulate a curriculum should be primarily based on level of content knowledge imparted in School Education. I think the other obvious reasons are availability of resources such as textbooks, availability of specialized instructors, teaching technology, quality of teaching assessment methods etc. The other factors which may affect development and successful implementation of curriculum are cultural differences, language, poverty, inadequate orientation and training etc. For this project, I evaluated undergraduate microbiology program degree program curriculum structure of eight universities across four grouped nations; Asia, North America, Europe and Southern Island to complement diversity to this study. The selection of Universities was based on availability of curriculum and program overview. Comparison of curriculum was made between neighboring countries such as India and Bangladesh, New Zealand and Australia, United Kingdom and Ireland, Australia and New Zealand. Further curriculum analysis included comparison of microbiology courses, non-microbiology courses and other science courses among different universities across countries. The comparison also identified similar and specific courses part of curriculum in neighboring and distant universities.
Dr. Pankaj Mehrotra. Comparative overview of Bachelor of Science (microbiology) degree program structure across different countries. International Journal of Advanced Education and Research, Volume 1, Issue 8, 2016, Pages 37-41