Empirical Investigations on Curriculum Framing on the Basis of Academic Performance Analysis

In the wake of refurbishment of basic teaching-learning paradigm owing to renaissance of online media we report empirical investigations relating to the curriculum framing. We argue that, no matter how well the instructional model is designed, unless we pay equal consideration towards curriculum, the overall transformational effect will be a void. Based on the scholarly literature survey, we showcase that there are not many studies undertaken in the direction of using curriculum as a change agent in the higher education. We put forth a new model of curriculum framing based on the student academic performance metrics as an input for a meaningful student centric curriculum as an output. Grounded on the conception of Choice based Credit System (CBCS) and prerequisites for the choice, our results evidence, association between the student performances at various subjects as one of the vital parameters for curriculum framing. We adopt the designed framework for a real case study of postgraduate program in Computer Science.