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Phase 3: Model Design, Content Development, and Integration
Phase 3: Model Design, Content Development, and Integration
Phase 3 of the TRANSABE-EDU initiative marked a pivotal shift from research and stakeholder consultation toward the tangible design and development of the proposed MSc programmes. This phase focused on three interlinked tasks: the qualification framework analysis, curriculum mapping, and the establishment of assessment criteria. Together, these tasks ensured that the academic model not only aligns with the regulatory and professional standards of both the UK and Egypt but also reflects the transdisciplinary ambitions of the initiative. Through the UK-based workshop, the curriculum map was finalised, and specific learning outcomes were articulated for each module, integrating inputs from diverse disciplines. Simultaneously, assessment strategies were developed to support transparent, skills-based, and contextually responsive evaluation processes. The outcome of this phase was a comprehensive, implementable academic structure, underpinned by rigorous frameworks and flexible, innovative delivery mechanisms.
Task 3.1: Qualification Framework Analysis
A comprehensive review of the UK and Egyptian qualification frameworks is undertaken to ensure compatibility and coherence between national education systems. This includes examining learning levels, credit systems, and professional alignment, enabling the development of programmes that meet regulatory requirements while supporting cross-border recognition of qualifications.
Task 3.2: Develop Curriculum Framework for Proposed Programmes (UK Workshop)
A curriculum framework is developed that defines the structure of the proposed Master’s programmes. The following components are drawn from benchmarking insights and needs assessments to support scalability and adaptability in TNE contexts:
· Specialised modules (e.g., urban health, sustainability, resilience, retrofitting)
· Sustainable delivery models (blended and asynchronous formats)
· Financial models and partnership mechanisms
· Preferred programme types (e.g., joint and dual degrees)
· The sequence and content of modules
· Specific learning outcomes for each module
· Alignment with professional competencies and academic standards
A workshop was conducted in the UK to collaboratively review and finalise the curriculum framework, ensuring input from educators, industry experts, and quality assurance bodies.
Task 3.3: Validation of the Curriculum Framework
Following the UK-based curriculum co-design workshop, a comprehensive survey was conducted to validate key elements of the proposed transdisciplinary Master’s programme. This survey targeted faculty, staff, and stakeholders from both UK and Egyptian partner institutions and gathered detailed feedback across multiple dimensions, including programme duration, teaching models, delivery modes, assessment methods, curriculum content, and partnership structures.
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