I agree that Instructional Design (ID) does provide an effective framework for narrowing down academic scopes to provide a heavier focus on components that, at least, have a capacity for practical and industrial purposes, therefore making products of ID incredibly valuable candidates. Furthermore, it strongly alleviates the problem of analysis paralysis, especially for new learners in any given domain.
However, I also believe that at the lower levels, i.e., pre-university and foundation programs, where learners are still in the midst of identifying or recognizing their own professional inclinations, ID may still serve as a framework but, perhaps, has a reduced influence on course structuring. I believe that a executing ID successfully is heavily reliant on the level of maturity of the learners involved in any given program.
Too smart. Brilliant!