Epistemic chaos’
The recontextualisation of undergraduate curriculum design and pedagogic practice in a new university business school
Bibliographic Data
| ID | 11167136 |
|---|---|
| Authors | Norman Brady (University of Greenwich, corresponding author) |
| Year | 2015 |
| Volume | 36 |
| Issue | 8 |
| Pages | 1236-1257 |
| Publication date | 2015-11-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2014.897216 |
| OpenAlex | W2074919486 |
| Language | EN |
| Citations received | 9 |
| References cited | 27 |
This paper is based on a qualitative case study of undergraduate curriculum design and pedagogic practice in the new University Business School (UBS). Data were collected using semi-structured interviews with 24 academics from across a range of business sub-disciplines together with an extensive documentary review of materials relating to two undergraduate degree programmes. The case study found that the UBS curriculum had become recontextualised as a ‘business project’ in which programmes were constructed as ‘products’ for the higher education market. The associated pedagogy was largely confined to behaviourist problem–solution routines based on narrow projections of the ‘real world’ of business. This paper contends that UBS undergraduate programmes were designed in a generic mode in response to the material and discursive influences of marketisation. As a consequence, ‘epistemic chaos’ had arisen in which knowledge and pedagogy had become fragmented and amorphous
Curriculum · Epistemology · Mathematics education · Pedagogy · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Higher Education Governance and Development · Philosophy · Psychology
Multimodal composing in the English classroom
Intentional, tacit, contingent
What knowledge counts—boundaries of knowledge in cross-institutional curricula in higher education
Epistemic Exhaustion and the Retention of Power
In between distributive and evaluative rules
Duoethnography as Collaborative and Transformative Praxis
La fabrique des programmes d'enseignement dans le supérieur
La fábrica de los programas de enseñanza superior
The Making of Curriculum in Higher Education
Pedagogy, Symbolic Control, and Identity
Imagining the University
Rethinking academic identities in neo-liberal times
Having, being and higher education
Case Study Research
Analysing Discourse
Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education
Recontextualising policy discourses
The new ‘market‐state’ and education
Neoliberalism, higher education and the knowledge economy
Educating for the Knowledge Economy? Critical Perspectives
Pedagogising Knowledge
How competency‐based training locks the working class out of powerful knowledge
Vertical and Horizontal Discourse
Enhancing teaching through constructive alignment
The teacher's soul and the terrors of performativity
Employing discourse
Time future - the dominant discourse of higher education
Knowing and becoming in the higher education curriculum
| Citations per year | 1.29 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |