Curriculum Orientations among Faculty: The Role of Gender, Academic Level and Learning Approach (Face-To-Face and Virtual) in Mashhad University of Medical Sciences

Curriculum orientations are effective in curriculum success and failure. This study aimed to investigate faculties’ curriculum orientations based on gender, academic level and teaching approaches. This cross-sectional descriptive research was conducted in Mashhad University of Medical Sciences in 2011. The research population included the faculty of Mashhad University of Medical Sciences. A sample size of 145 faculties teaching in Mashhad University of Medical Science completed the Mahlios curriculum orientation questionnaire. Data were analyzed using MANOVA, Pearson coefficient, and Tukey post-hoc tests. The findings showed that faculty preferred Behaviorism, Eclectic and Cognitive processes rather than Academic Rationalism, Social Reconstruction, Constructivism and Humanistic ones. We found significant differences between teachers’ curriculum orientation based on teaching approaches (face-to-face and virtual) and the faculty academic level. The instructors’ evaluation of humanistic orientation was higher than that of the professors’. Gender had no significance for curriculum orientation. There were significant correlations between all curriculum orientations. Considering importance of curriculum orientations in teaching and learning process, it is recommended that higher education administrators initiate measures to shift curriculum orientation toward humanistic and social constructivism.