Applying a Social-Ecological Approach to Institutionalise C4D Curriculum and Research

A Case Study From Bangladesh

  • Masudul Biswas Department of Communication, Loyola University Maryland, USA
  • David Mould School of Media Arts and Studies, Ohio University, USA
  • Yasmin Khan UNICEF, Bangladesh Country Office, Dhaka, Bangladesh
  • Neha Kapil UNICEF Middle East & North Africa Regional Office, Amman, Jordan (formerly with UNICEF Bangladesh)
Keywords: C4D, social and behaviour change, Bangladesh, universities, UGC, social ecological model, curriculum, research, capacity building, higher education


With the goal of preparing development professionals with C4D skills for a growing number of social change initiatives in Bangladesh, UNICEF launched a university capacity building programme in 2017 in partnership with University Grants Commission of Bangladesh and with technical support from Ohio University, USA. Because capacity building in higher education depends on the roles of stakeholders at multiple levels – individual faculty, department, university and the development sector – this case study explores how the UNICEF programme utilised or reflected the Social Ecological Model (SEM). Additionally, utilising mixed methods, this study seeks to understand the outcomes in terms of curriculum, research and partnership/collaboration between universities and development programmes. The application of the SEM was reflected in the creation of an enabling environment for faculty teaching and creating curriculum on C4D, the launching of new C4D curricula in 10 universities, faculty interest in C4D-related research, and the development of a research fellowship programme.

How to Cite
Biswas, M., Mould, D., Khan, Y., & Kapil, N. (2021). Applying a Social-Ecological Approach to Institutionalise C4D Curriculum and Research. The Journal of Development Communication, 32(1), 108-120. Retrieved from