Abstract
Curriculum in higher education is critical to the life of a public university and the reputation of institutions is often based on the quality and innovation of the curriculum. This article describes curriculum approval practices from 19 comprehensive institutions across the Southeastern U.S. Curriculum approval practices were evaluated to determine similarities, differences and the time lag of internal curriculum approval. Document analysis was conducted on publicly available documents related to curriculum approval from each university and analyzed using a constant comparative method. Results and implications are discussed.