AUTONOMY AND ACCOUNTABILITY IN CURRICULAR (RE)DESIGN: ALIGNING THE INTENDED LEARNING OUTCOMES WITH STUDENTS’ EXPECTATIONS

Abstract

The paper investigates the correlation between the mechanisms of curricular planning and design on the one hand and students’ expectations from the language instructional process, on the other hand. The authors discuss the issues of decisional autonomy andaccountability in relation to the principles of institutional language policies (at Babeș-Bolyai University), as well as to the intended learning outcomes formulated in the syllabi of English for Tourism delivered at the Faculty of Geography and the Faculty of History and Philosophy (both at B.A. and M.A. levels). The present study additionally measures students’ expectations regarding the role and impact that university language instruction could have on their future socio-professional integration.

Keywords

• curricular design
• language policy
• intended learning outcomes
• holistic development
• socio-professional integration