Reflexivity and Inclusiveness in Curriculum Development

The Experience of a Master's Class




RRI, reflexivity, inclusiveness, higher education


The concept of responsible research and innovation (RRI) has increased in popularity in the context of European Commission policy since 2010; promoting inclusive and sustainable research and innovation. The present paper introduces a curriculum development effort following the RRI principles in higher education in order to demonstrate the potential positive influence of an RRI-inspired course design on the self-perception of students related to their own reflexivity and inclusiveness competencies. The paper first outlines the use of the RRI approach in higher education, with a special focus on two areas, reflexivity and inclusiveness. The development of a marketing-related subject will then be introduced, described and evaluated. With the aid of a master’s course, the selection of appropriate learning/teaching methods and related assessment practices will be introduced in relation to the competencies of reflexivity and inclusiveness. The results of a quantitative study are also presented, as students evaluated their own competency development in relation to reflexivity and inclusiveness topics at the end of the semester, with the help of an online survey. According to the main findings, the student perception was that course development served the aim of competency development well, and the various teaching methods supported inclusiveness, which also assisted the improvement of reflexive thinking.


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Author Biography

Ágnes Neulinger, Corvinus University of Budapest

Associate Professor


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How to Cite

Neulinger, Ágnes. (2021). Reflexivity and Inclusiveness in Curriculum Development: The Experience of a Master’s Class. Vezetéstudomány Budapest Management Review, 51(7), 30–39.