ABSTRACT
Until recently, employers controlled the career paths of individuals. Today, career paths are in the hands of the individual. People are faced with sponsoring their own learning and all that this entails—time, distance, costs, and outcomes. Steering a pathway through this uncertain and high-investment terrain is nigh impossible without some guidance. It is critical for educational institutions to understand how strategic- and student-centric foci can support their efforts to achieve educational objectives and learning outcomes for students and educators alike. There is no doubt that a transdisciplinary approach will be one of the factors that will be necessary to bring the dynamism of the 60-Year Curriculum (60YC) to fulfill its value proposition. Student transition into a 60YC context is an important aspect in terms of curriculum design by linking content, delivery, and assessment with each prospective student’s previous learning. Designing a curriculum with rather than for adults necessitates a democratic, active, and stratified environment that facilitates learning. Engaging external stakeholders to participate in curriculum design allows educational institutions to harvest and harness information from the most suitable sources and will lead to developing new ideas that return value to students and, subsequently, to the institution.
