Curriculum in higher education research

Annala, Johanna; Lindén, Jyri; Mäkinen, Marita

doi:10.4324/9781315675404-10

Cited by 22 publications

(26 citation statements)

References 67 publications

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“…Kelly, this view reflects the conceptual basis of a training program based on products. J. Annala, M. Mäkinen note that some scientists suggest that scholars considering the curriculum of higher education perceive its design as a planned and dynamic process that reveals values and principles regarding learning, knowledge and disciplines, as well as the cultural and political goals of higher education [10]. Pinar provides an alternative strategy for understanding curriculum by studying interdisciplinary reconfiguration of knowledge about content of curriculum, and by using influence of academic knowledge on restructure learners' subjectivity [11].…”

Section: Introductionmentioning

confidence: 99%

“…Polar opposite scientist views reflect a relatively confined and reproductive approach to the interaction between research and teaching in curriculum development. As a result of the revision of the curriculum, it became possible to conceptualize core of disciplines, learning environment and changes in the world as an interactive process [10]. Their observations on the development process of the curriculum led to needs to introduce, study and comprehend phenomenon of the "curriculum design" perception.…”

Section: Introductionmentioning

confidence: 99%

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Curriculum Design in Professional Education: Theory and Practice

et al. 2018

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary, higher and vocational. In the article the authors focus on interactivity as the main criterion of the curriculum quality assessment. One of the results of implemented interactive working forms in education is to increase the level of students learning motivation. Involving not only teachers, but also students to the process of curriculum quality assessment promotes curriculum design development. This article covers the results of students’ satisfaction level assessment with curriculum quality in the vocational education system. In conclusion, it is pointed out that curriculum design is a dynamic process which ensures the quality of specialists’ training in the system of professional education

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Curriculum Design in Professional Education: Theory and Practice

et al. 2018

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“…For example, HE researchers in North European countries often refer to the same educational and philosophical curriculum theories as those used in the research on compulsory education. Nonetheless, the theoretical thinking most often used by the UK, South African and Australian curriculum researchers is derived from Basil Bernstein's theory of curriculum and pedagogic practice, originating from the sociology of education (Annala et al, 2016).…”

Section: Shaping Of Curriculum Theories and Higher Educationmentioning

confidence: 99%

“…However, one of the most notable differences is the extent to which curriculum research at the level of compulsory education has become a subfield in its own right, with high-profile theorists and specialised journals dedicated to the subject. Although curricula are commonly investigated in HE research, the field seems to lack a coherent theoretical approach to explaining the meaning and the importance of curriculum, particularly as part of the special role played by HE in society (Annala, Lindén, & Mäkinen, 2016;Clegg, 2011;Coate, 2009;Fraser & Bosanquet, 2006). By tracing the historical roots of what we call the divide between normative and critical curriculum traditions (see Young, 2014), our aim in this chapter is to examine and understand the role and the meaning of curriculum theories, specifically in the HE context.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Curriculum Theory in Contemporary Higher Education Research and Practice

Lindén¹,

Annala²,

Coate³

2017

Theory and Method in Higher Education Research

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In the light of recent debates on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this paper discusses the role and the importance of curriculum theories in higher education. Focusing on the historical and the conceptual roots of curriculum theory approaches, the argument is that the dispute and the separation between normative and critical roles of curriculum theories are important to overcome in today's competency-based and outcome-focused context of higher education. Basil Bernstein's ideas on the vital role of knowledge are discussed in relation to the origins of the so-called crisis in curriculum theories. It is suggested that in the debate between normative and critical curriculum approaches, a danger is that the focus on the educational importance of curricula may be neglected and silenced in the midst of the pressure to renew curricula in higher education.

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Students’ experiences of a first‐year block model curriculum in higher education

Ambler

Solomonides

Smallridge

2021

The Curriculum Journal

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The first year in Higher Education (HE) is an international priority because of its importance to the retention of students. While initiatives to improve students’ commencing experience continue to develop one area that has received limited consideration is the first‐year curriculum. The aim of the research reported in this paper was to enhance the student experience in HE by expanding understandings of the first‐year curriculum. Focus groups and an online questionnaire were the research methods used to, explore students’ experiences of learning in a newly developed First‐Year Block Model (FYBM) curriculum, implemented at a university in Australia. Findings from the research revealed that features in the design of the FYBM framed and permeated the students’ experiences of learning. The students explained that a sense of familiarity, curriculum leadership, teaching and teachers and curriculum customisation influenced their engagement and achievements. The study highlights that HE requires staff who possess deep knowledge and expertise in the first‐year curriculum because this valuable asset can positively influence student learning and success.

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Curriculum in higher education research

Cited by 22 publications

References 67 publications

Curriculum Design in Professional Education: Theory and Practice

Curriculum Design in Professional Education: Theory and Practice

The Role of Curriculum Theory in Contemporary Higher Education Research and Practice

Students’ experiences of a first‐year block model curriculum in higher education

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