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• In some settings, such as elementary and
  secondary education, these decisions are largely
  dictated or defined by overseeing bodies and
  accrediting institutions.
• The result is a high degree of consistency in
  curricula across institutions, at least within
  broad geographical areas.
• In bachelors, masters, and doctoral programs, by
  contrast, many of the critical elements of the
  curriculum are subject to discretion and local
  tailoring, with limited efforts to impose
  standardization or uniformity.
• Even so, powerful forces favor convergence.
  Institutions tend to mimic the leaders in their
  fields, accrediting groups impose standards, and
  societal pressures and educational trends
  frequently push curricula in common directions.