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Participation in Higher Education Curricula Development in Armenia and Possible Effects for the Labour Market—The Case of an “Organic Agriculture” Master’s Program

Author

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  • Hasmik Hovakimyan

    (Institute for Sustainable Economic Development, Department of Economics and Social Sciences, University of Natural Resources and Life Sciences, 1180 Vienna, Austria)

  • Milena Klimek

    (Division of Organic Farming, Department of Sustainable Agricultural Systems, University of Natural Resources and Life Sciences, 1180 Vienna, Austria)

  • Bernhard Freyer

    (Division of Organic Farming, Department of Sustainable Agricultural Systems, University of Natural Resources and Life Sciences, 1180 Vienna, Austria)

  • Stefan Vogel

    (Institute for Sustainable Economic Development, Department of Economics and Social Sciences, University of Natural Resources and Life Sciences, 1180 Vienna, Austria)

Abstract

Weak or unstructured stakeholder participation in higher education curricula development still remains a problem in Armenia. Change in outdated curricula development processes is needed, as they often do not meet students’ needs; do not adopt innovative teaching methods or tools; and do not fit the labour market’s demand. This paper traces the evolution of the participatory curriculum development process of the Organic Agriculture Master’s program at the Armenian National Agrarian University (ANAU). Prioritizing mainly qualitative methods of research, five relevant stakeholder groups with approximately 10–12 members each at varying levels were involved in this action research. Additionally, paper-based and online surveys were conducted with 290 ANAU students. The results focus on the conceptual mapping of the process of participatory action research, bridging its relevance to the Armenian labour market’s needs. Moreover, the results highlight lessons learned from the process—shaping them around significant theories for participatory action research—and underline the possibilities of the Organic Agriculture Master’s development process as a model program at ANAU and perhaps elsewhere.

Suggested Citation

  • Hasmik Hovakimyan & Milena Klimek & Bernhard Freyer & Stefan Vogel, 2021. "Participation in Higher Education Curricula Development in Armenia and Possible Effects for the Labour Market—The Case of an “Organic Agriculture” Master’s Program," Social Sciences, MDPI, vol. 10(9), pages 1-15, September.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:9:p:331-:d:629049
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    References listed on IDEAS

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    1. Christopher A. Hartwell, 2010. "Employment Protection Legislation and Labor Markets in Transition: Assessing the Effects of the Labor Code in Armenia," European Journal of Comparative Economics, Cattaneo University (LIUC), vol. 7(2), pages 413-445, December.
    2. Hasmik Hovakimyan & Milena Klimek & Bernhard Freyer & Ruben Hayrapetyan, 2021. "Sustainable Shift from Centralized to Participatory Higher Education in Post-Soviet Countries: A Systematic Literature Review," Sustainability, MDPI, vol. 13(10), pages 1-20, May.
    3. Chambers, Robert, 1994. "Participatory rural appraisal (PRA): Analysis of experience," World Development, Elsevier, vol. 22(9), pages 1253-1268, September.
    4. Alina Mariuca Ionescu, 2012. "How does education affect labour market outcomes?," Review of Applied Socio-Economic Research, Pro Global Science Association, vol. 4(2), pages 130-144, Decembre.
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    1. Tamás Mizik & Judit Nagy & Endre Mihály Molnár & Zalán Márk Maró, 2025. "Challenges of employment in the agrifood sector of developing countries—a systematic literature review," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-16, December.

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