TITLE:
Exploring the Adoption of ISO9001-2015 Risk-Based Thinking on Curriculum Development and its Implementation Process
AUTHORS:
Cerease Nevins-Bennett, Stacy-Ann Lawrence, Venessa Buchanan Williams
KEYWORDS:
Curriculum Development, Curriculum Implementation, Risk-Based Thinking, Traditional QA
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.11,
November
11,
2026
ABSTRACT: Educational institutions that are desirous of obtaining ISO9001 - Quality Management certification must apply to the ISO9001-2015 Risk-Based Thinking (RBT). The purpose of this application is multifaceted as it improves the quality and effectiveness of educational services provided by identifying and managing risks, supporting the delivery of teaching and support services, fostering academic integrity, and allowing for evidence-based decision making within institutions. Risk is inherent and affects the quality management systems of institutions; therefore, by using the risk-based thinking (RBT), institutions in developing and implementing their curriculum will consider risk by using a proactive approach and preventative measures (next-generation QA) rather than addressing issues after they arise (traditional QA). The purpose of this paper is to examine the risk-based approach currently practiced by the institution and its impact on curriculum development and implementation of a Caribbean institution undergoing the process of obtaining ISO9001-2015 certification. The study employed a qualitative methodology using purposive sampling. A single case study approach using (1) interviews with the institution’s curriculum development specialists and lecturers who develop curriculum, (2) document analysis of curriculum materials, risk registers, and risk assessment of the curriculum processes, and (3) observations of the curriculum quality management audits, were used to gather data. Thematic analysis was used to analyze the data after transcribing, cleaning and coding. Results showed that by integrating risk-based thinking as a strategic tool into curriculum implementation and development fostered a culture of curriculum quality, and increasing the satisfaction of internal process owners. Having great implications for educational policy and higher institutional practices, this study provides a framework for proactive quality assurance and fosters a deeper understanding of curriculum risk management. The process approach shows that next-gen QA is not only a compliance mechanism but a strategic function that generates results. It was concluded that an effort to bridge the gap between traditional and next-gen QA requires institutions to create new mindsets and continuous improvement in their curriculum development and implementation.