Vectors of Change in Higher Education Curricula

Autor/in	Krause, Kerri-Lee D.
Titel	Vectors of Change in Higher Education Curricula
Quelle	In: Journal of Curriculum Studies, 54 (2022) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krause, Kerri-Lee D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1764627
Schlagwörter	Educational Change; Curriculum Development; Higher Education; Undergraduate Students; Educational Policy; Educational Legislation; Influence of Technology; Credentials; Political Influences; Social Influences; Public Policy; Equal Education; Access to Education; Governance; Policy Formation + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Studienbuch; Political influence; Politischer Einfluss; Sozialer Einfluss; Öffentliche Ordnung; Education; Access; Bildung; Zugang; Bildungszugang; Educational policy; Financing; Steuerung; Erziehung; Finanzierung; Politische Betätigung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01