Quintessence-Based Curriculum Harmonization of a Course about Colombian History in an Undergraduate Program

Abstract

Although Colombia is promoting curriculum harmonization to align higher education with international standards, subjective interpretations often produce misalignment between intended learning outcomes and curriculum design, challenging the balance between local distinctiveness and global comparability. This paper proposes the Quintessence framework as a structured approach to reduce subjectivity by making explicit connections among learning outcomes, teaching/learning activities, and assessment evidence. Methodologically, we conducted a qualitative single-case study based primarily on document analysis of program and course materials, applying Quintessence to construct alignment mappings between program-level learning outcomes and course-level content, activities, and assessments. The approach is illustrated through the course “Colombian History in the 20th Century” in the History program at Universidad de los Andes, where the framework helps identify misalignments and gaps and supports systematic redesign decisions. Results indicate that Quintessence improves curriculum consistency and transparency by providing shared descriptors and auditable artifacts (e.g., alignment matrices) that clarify how course components contribute to program outcomes. While the study focuses on a single course, the method is transferable to other courses within the program and can be adapted to similar contexts to support globally legible curricula without erasing local educational priorities. The study also points to the need for further research on the framework’s effectiveness across diverse institutional settings and its implications for equity, cultural relevance, and holistic development in higher education.