In Search of a Core Curriculum

Assessment of Editing and Publishing Programs in Higher Education

Abstract

With the rise of AI, the need for well-trained editors and other publishing professionals is increasing. However, the training of editors differs widely. In this paper, we explore whether a core curriculum exists in higher education editing and publishing (E&P) programs throughout the English-speaking world. We conduct an assessment of E&P programs in undergraduate and graduate education by collecting a list of 1602 course titles, coding each course based on 37 descriptive codes that reflect course aims, and then examining the data for patterns to identify shared objectives and outcomes.

Initial findings indicate that no core curriculum is shared among E&P programs at either the graduate or undergraduate level, and coding reveals uneven distribution of course types. Moreover, the data suggests a lack of core identity among E&P programs, as well as widely varying skillsets in students entering the workforce. Nevertheless, the diversity of course offerings does lend itself to categorization from which a core curriculum could be derived. This data can help program directors and curriculum developers determine core and elective courses to best meet the needs of students—keeping them competitive with graduates from other programs—and set up reasonable expectations for industry professionals hiring from these programs.