Pedagogy and Professional Development

Collective Case Study on Fashion Merchandising Course Development in the U.S. and China Higher Education Within the Digitalization Context

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Abstract

This study investigated what and how the curricula in fashion merchandising were being offered in the United States and China within the context of digitalization and possible cultural differences in curricula development due to cultural and educational policy differences. The study was grounded in Technological Pedagogical and Content Knowledge (TPACK), and culture dimensions theories. Two academic programs and eight courses were reviewed using the case study method. Multiple sets of data were coded and analyzed utilizing MAXQDA software, incorporating a combination of qualitative content analysis and thematic analysis for comprehensive data analysis and interpretation. The results revealed diverse ways for the instructors to incorporate TPACK-based curricula design and highlighted the differences in curricula development approaches between the two programs. The study findings offered in-depth views of the significance of TPACK strategies on curricula development and the potential challenges that the instructors face to meet the industry needs.  

Keywords: fashion merchandising, digitalization, case study, Technological Pedagogical Content Knowledge (TPACK), cultural dimensions theory

How to Cite:

Sun, X., Ha-Brookshire, J. E. & Kopot, C., (2024) “Collective Case Study on Fashion Merchandising Course Development in the U.S. and China Higher Education Within the Digitalization Context”, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17338