Supporting Programme Teams to Develop Sequencing in Higher Education Curricula

Autor/inn/en	O'Neill, Geraldine; Donnelly, Roisin; Fitzmaurice, Marian
Titel	Supporting Programme Teams to Develop Sequencing in Higher Education Curricula
Quelle	In: International Journal for Academic Development, 19 (2014) 4, S.268-280 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2013.867266
Schlagwörter	Foreign Countries; Curriculum Design; Sequential Approach; Higher Education; Phenomenology; Learning Modules; Qualitative Research; Program Development; Focus Groups; Semi Structured Interviews; Ireland + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Schrittfolge; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Learning module; Lernmodul; Qualitative Forschung; Programmplanung; Irland
Abstract	Curriculum sequencing is central to promoting a coherent student experience. Yet in the higher education context, the concept and practice of curriculum sequencing have not been fully explored. This research examined how seven programme teams approached the issue of sequencing across two Irish higher education institutions. A phenomenological approach was used to explore actions, challenges, and enhancers to sequencing. The three key themes emerging were: developing a collective philosophy; communicating the sequencing clearly; and, developing strong building blocks. Ideas are presented on how academic developers can work with academic staff to improve sequencing in their curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10