Abstract
This study examines academic staff's perceptions and applications of the deliberative and dynamic curriculum renewal model (DDCRM) in terms of developing curriculum renewal strategies, identifying graduate attributes, mapping learning pathways, auditing learning outcomes, developing and updating curricula and implementing programmes. The study was conducted at 21 faculties of education of the public universities across Saudi Arabia. The data included a total of 218 academic staff responded to a 5-point Likert scale and multiple-choice questions. A descriptive analysis, t-test, analysis of variance (ANOVA) and Scheffe test were used to analyse the data. The results indicate inconsistencies between academic staff perceptions and the application of DDCRM. The factors, both university-and system-related, included a lack of graduate attributes in the current accreditation requirements, heavy focus on short-termism in higher education and a lack of competencies seem to account for this inconsistency.