Table 2 Overview of the included documents in the analysis, from four different time phases
Phase 1 Decisional documents and planning from the years 2012–2015 N = 8 | Phase 2 Documents from the last semester of the old curriculum, spring 2016 N = 47 | Phase 3 Documents from the first semester of the revised curriculum, on each program and module, autumn 2016 – autumn 2021 N = 32 | Phase 4 Current documents, from spring 2022 N = 56 |
|---|---|---|---|
Formal decisions, directives and reports with suggestions and decisions. | Documents before the implementation of current curriculum. Syllabuses and study guides for the respective HPE program and the three IPL modules, program syllabuses from each HPE program. Study guides and teacher guides for each module. | Documents from the study guides and teacher guides for each IPL module when the current curriculum was implemented for the first time. Also, course syllabuses and study guides for the respective HPE programs for the courses in which the IPL modules are integrated. Naturally the time span for collection of documents from the different HPE programs varies. For instance, the first IPL module was implemented in its current form during autumn 2016, for all HPE programs except for the SLP program where students attend spring semesters only, i.e., participated in the current curriculum spring 2017 for the first time. Further, the revised modules taking place later in the educational program were not launched until some semesters after the revision. | Study guides and teacher guides for each IPL module. Course syllabuses and study guides for the respective HPE program and the three IPL modules, and educational program plans from each participating HPE program. |