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The aim of this paper is to examine key change vectors shaping the undergraduate curriculum in the third decade of the twenty-first century. The paper begins by outlining selected definitions, foundational theories and conceptual frameworks underpinning this analysis of the undergraduate curriculum and its influences. Three key external forces shaping the undergraduate curriculum are examined: universalization; national policy and legislative frameworks; and the influence of technology as disruptor and enabler. While some of these socio-political, economic and geopolitical forces are longstanding and familiar, a number of influential factors that have gained prominence in the last 10 years, including the disruptive influence of technology, new approaches to curriculum design in the form of micro-credentialing, and changing expectations of the undergraduate curriculum. The paper calls for a conceptually robust, long-term approach to examining the various factors shaping the undergraduate curriculum, with a particular focus on macro-level factors external to an institution. The paper concludes by considering policy and practical implications of these forces for the future shape and purpose of undergraduate curricula.

This article reports on a study of academic staff perspectives on disciplinary communities and skill development in disciplinary contexts. Fifty-five academic staff were interviewed across eight disciplines in four Australian universities. Responses of historians and mathematicians are the focus of this article. A socio-constructivist framework informed analysis of academics' views about disciplinary cultures and skill development in disciplinary settings. Findings highlight discipline-based patterns in staff views about the value of generic skills in the curriculum. However, there was no apparent disciplinary effect in academics' views about belonging to a teaching community. Rather, sociocultural forces, particularly at the department level, appear to play the strongest role in this regard. The article argues for the influence of sociocultural factors on academics' perceptions of disciplinary tribes and territories in a changing policy environment. It has implications for institutional leaders and academic practitioners, highlighting challenges for supporting academic staff in disciplinary teaching communities.

This qualitative study explores the nature of undergraduate commuter students' social involvement with peers during the transitional first six months of their university experience. Focus group interviews with 46 participants provided a student perspective of the role of social interactions in students' transition to university life. Findings point to the importance of small-group, face-to-face discussions as a significant socializing vehicle, particularly in the early university experience. The role of information and communication technologies in students' social interactions emerged as a key theme, with many expressing frustration about the use of web-based resources with insufficient human interaction. The study contributes to understandings of the role and nature of commuter students' peer interactions during the early months of their transition to higher education. It has implications for academic leaders, policy makers, and practitioners who are serious about understanding and supporting the particular needs of commuter students in the first year.