The Significance of Context for Curriculum Development in Engineering Education: A Case Study across Three African Countries

Autor/inn/en	Case, Jennifer M.; Fraser, Duncan M.; Kumar, Anil; Itika, Ambrose
Titel	The Significance of Context for Curriculum Development in Engineering Education: A Case Study across Three African Countries
Quelle	In: European Journal of Engineering Education, 41 (2016) 3, S.279-292 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1056103
Schlagwörter	Engineering Education; Curriculum Development; Case Studies; Foreign Countries; Curriculum Design; Higher Education; Chemical Engineering; Workshops; College Students; Educational Change; Outcomes of Education; Comparative Analysis; Kenya; South Africa; Tanzania + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Ausland; Lehrplangestaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Chemisches Prüfverfahren; Lernwerkstatt; Schulung; Collegestudent; Bildungsreform; Lernleistung; Schulerfolg; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania
Abstract	Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01