Curriculum change and climate change. Inside outside pressures in higher education.

Autor/in	Fahey, Shireen J.
Titel	Curriculum change and climate change. Inside outside pressures in higher education.
Quelle	In: Journal of curriculum studies, 44 (2012) 5, S. 703-722Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2012.679011
Schlagwörter	Aktionsforschung; Umfrage; Lernklima; Lernergebnis; Curriculumentwicklung; Unterrichtsklima; Hochschulbildung
Abstract	In higher education today, institutions are facing a number of challenges-including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution's capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1