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Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990.Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000.Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodateallgroups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms. [ABSTRACT FROM PUBLISHER]

This paper examines the fundamental changes which are currently taking place in Japanese higher education. These changes are seeing the development of what has been dubbed the 'third generation' of Japanese universities which can no longer rely on student fees and government support to survive and need to find other ways to generate income. The paper shows how the different responses of Japanese universities to these new challenges is leading to an increasingly diversified higher education sector with major implications for the future of teaching, research and administration. [ABSTRACT FROM AUTHOR]

Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality. [ABSTRACT FROM PUBLISHER]

The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments from an institutional policy perspective, drawing on an analysis of the initial stages of different approaches to MOOCs and e-learning being taken up at three Australian universities. It points to four commonalities emerging from the institutional constructions of these initiatives including (1) the use of e-learning policy as a vehicle for curriculum redesign; (2) an emphasis on internal curriculum redesign as a core rationale for MOOCs; (3) a desire to capitalise on promotional opportunities but a reticence around wholly embracing the concept and structure of MOOCs and (4) the absence of access-driven concerns in university policy despite the prominence of such concerns in broader public debate. The approach is framed by a consideration of change dynamics in higher education and highlights the emphasis on internal university work within the policy narrative, suggesting this could represent an attempt to reframe the debate about MOOCs away from popular arguments about systemic disruption and instead use them to progress forms of change that align to broader strategic objectives. [ABSTRACT FROM AUTHOR]