Preamble The following notes explain a structure for organizing course handbooks and module descriptors in teaching and learning. The notes will enhance common standards in curriculum design and delivery of university courses and component modules, across a faculty or university. If all lecturers use a common set of headings in setting out their course (programme) and specific details, it becomes easier track and improve the courses and modules systemically across a university.

The proposed headings
1. Module philosophy
2. Learning outcomes
3. How the course appeals to key stakeholders (academics, students, and professionals, etc.)
4. Teaching strategies [probably linked to M*A*S*T*E*R Mind steps for Accelerated Learning in the 21st Century, Rose & Nicholl (1997)]
5. Assessment strategies
6. Developing research and consulting skills in the topic area
7. Links with 7Es of education and enterprise development related to above
8. Regular masterclasses on how key concepts in the course are applied in real-life, etc.’
9. References, supplementary websites, learning materials, and global good practices in the topic area from different universities and companies
10. Preparing lecturers to excel in writing module descriptors and notes
For more details, please see our
Conversations on Curriculum Innovations: Perspectives from Module Descriptors and Planning Module Notes, https://www.researchgate.net/publication/361725008

Publishing standards for books and research monographs

1. Authors are requested to research and publish books, preferably superbooks, and research monographs in line with the Research Methods Canvas (c).

2.Importantly, the chapters should reflect the pedagogical standards and curriculum innovations in
https://afriworldpublishing.com/journals/guides/
For more details, please see

The Common structure for producing highly publishable academic papers, https://www.researchgate.net/publication/364986527