Curriculum governance in the professions
Where is the locus of control for decision-making
Bibliographic Data
| ID | 21691576 |
|---|---|
| Authors | Mike Klassen (0000-0002-7682-2743, Leadership, Higher and Adult Education, University of Toronto, Toronto, ON, Canada, corresponding author) |
| Year | 2022 |
| Volume | 27 |
| Issue | 8 |
| Pages | 1103-1119 |
| Publication date | 2022-11-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2022.2129003 |
| OpenAlex | W4298144143 |
| Language | EN |
| Citations received | 4 |
| References cited | 26 |
Suellen Shay’s work on higher education curricula foregrounds the importance of professional curricula which face inwards to disciplines and outwards to practice. This paper builds on her framing of professional curricula, distinctive in the differentiated knowledge base and the social relations which legitimate them. I extend Shay’s work deeper into the internal governance structures underpinning curriculum decisions in engineering. Two dimensions of governance are explored: central control from the Faculty of Engineering over its departments; and the authority of individuals in department-level curriculum and accreditation roles over their colleagues. The empirical focus is on curricula reform towards ‘graduate attributes’ in engineering education, through a comparative study of eight universities in the United Kingdom, South Africa, Singapore, and Australia. The findings show that research-intensive universities are shielded from the full implications of accreditation requirements, while teaching-intensive universities are more likely to invest in developing the governance processes and systems demanded by professional bodies
Accreditation · Corporate governance · Curriculum · Curriculum development · Curriculum theory · Engineering ethics · Higher education · Management · Pedagogy · Political science · Professional development · Sociology · Educational Theory and Curriculum Studies · Engineering · Global Educational Policies and Reforms · Higher Education Learning Practices · Law
Towards a Theory of Educational Transmissions
Vectors of change in higher education curricula
Higher education learning outcomes assessment
Engineering Education between Science and Practice
Navigating a Constitutional Moment
Pedagogising Knowledge
How competency‐based training locks the working class out of powerful knowledge
Conceptualizing curriculum differentiation in higher education
Forms of knowledge and curriculum coherence
The power of accreditation
Research, Engineering, and Science in American Engineering Colleges
Theory Construction in Qualitative Research
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |