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Leathwood, Carole; Phillips, David

doi:10.1023/a:1004183527173

Cited by 43 publications

(11 citation statements)

References 25 publications

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“…In STEM, WIL is assigned as a vehicle for developing students' work readiness skills to industry standards and enhancing employability (Edwards et al, 2015, p. 6). The origins of this type of dialogue are found prior to the turn of this century through the push in Higher Education for quality assurance measures relating to the outcomes and capabilities of graduates (Leathwood & Phillips, 2000;Smith, 2016). Required by successive federal governments since 1998, most HE institutions identify a list of expected learning outcomes (historically often referred to as 'graduate attributes').…”

Section: It Was Necessary For the Faculty To Adapt A Definition To A mentioning

confidence: 99%

Good WIL hunting: Building capacity for curriculum re-design

Young

Palmer

Campbell

2017

JTLGE

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In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015)(2016)(2017)(2018)(2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A 'WIL Leadership Framework' underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were 'hunted-out' and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.

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Section: It Was Necessary For the Faculty To Adapt A Definition To A mentioning

confidence: 99%

Good WIL hunting: Building capacity for curriculum re-design

Young

Palmer

Campbell

2017

JTLGE

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“…Indeed, policies shape the structure of higher education as well as the curriculum offered at those institutions. Therefore, the question of value for money is a major concern for taxpayers and politicians who increasingly hold education institutions accountable for public spending and the quality of education provided to citizens (Lawton, 2012;Leathwood & Phillips, 2000). Since curriculum is largely about what is taught, issues surrounding value and quality at higher education institutions also become legitimate matters of public policy.…”

Section: Public Policymentioning

confidence: 99%

Curriculum Politics in Higher Education: What Educators need to do to Survive

Joseph

2015

IJHE

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Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.

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“…Traditionally, curricula were seen as belonging to the primary and secondary education context. Discussions related to higher education curricula have sometimes been considered as questioning the autonomy of higher education institutions (Leathwood & Phillips, 2000;Annala & Mäkinen, 2011). There has been little research on higher education curricula, and what there is has limited itself to specific fields.…”

Section: Higher Education Curriculummentioning

confidence: 99%

Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula

Seikkula‐Leino

Ruskovaara

Hannula

et al. 2012

European Educational Research Journal

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The European Union (EU) considers the learning of entrepreneurial skills to be an essential factor in creating welfare. Therefore, in the EU, one of the latest core aspects is to develop entrepreneurship education in teacher education. However, entrepreneurship education still seems to be, across the countries, a quite uncommon theme. This article describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The curricula for academic and vocational teacher education were obtained in autumn 2010, either online or by requesting them in paper or electronic format. The inclusion of entrepreneurship education has developed relatively effectively in the curricula of vocational teacher education units. Academic teacher education units have not really increased the quantity of entrepreneurship education in their curricula. In the curricula of the teacher training schools, entrepreneurship education is mentioned at least as a formality. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, we propose there could be more support for curriculum design of higher education at both national and EU level.

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Untitled

Cited by 43 publications

References 25 publications

Good WIL hunting: Building capacity for curriculum re-design

Good WIL hunting: Building capacity for curriculum re-design

Curriculum Politics in Higher Education: What Educators need to do to Survive

Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula

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