A Theoretical Framework of Systematic Pedagogical Design Based on the Principle of Outcomes-Based Education

This study aims to shed light on the systematic pedagogical design at the level of higher education and to provide a vision for higher education reform in China. First, the review of the development processes of higher education in China and the West indicates that both are closely related to social economies and policies. While there was a lack of in-depth research in the framework that could support the implementation of government’s macro strategies. Second, through term co-occurrence analysis, it is found that Western higher education research has been developed in a tree-shaped structure. In contrast, the knowledge network in China has not been well developed. Core components of pedagogical design are identified, including ‘learning outcomes’, ‘curriculum’, ‘pedagogy’, ‘learning space/environment’, ‘technology’, ‘assessment’, and ‘employment’. Finally, by reviewing highly cited literature in this field, the relationship across different core components is discussed. To conclude, the theoretical framework of systematic pedagogical design is recommended to be used as a benchmark for future higher education reform and relevant research in the West and China.