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The Contextual Nature of University-Wide Curriculum Change
- Source :
-
International Journal for Academic Development . 2018 23(3):206-218. - Publication Year :
- 2018
-
Abstract
- We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change.
Details
- Language :
- English
- ISSN :
- 1360-144X
- Volume :
- 23
- Issue :
- 3
- Database :
- ERIC
- Journal :
- International Journal for Academic Development
- Publication Type :
- Academic Journal
- Accession number :
- EJ1183794
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/1360144X.2017.1385464