The Contextual Nature of University-Wide Curriculum Change

Autor/inn/en	Anakin, Megan; Spronken-Smith, Rachel; Healey, Mick; Vajoczki, Susan
Titel	The Contextual Nature of University-Wide Curriculum Change
Quelle	In: International Journal for Academic Development, 23 (2018) 3, S.206-218 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anakin, Megan) ORCID (Healey, Mick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2017.1385464
Schlagwörter	Curriculum Development; Educational Change; College Curriculum; Interviews; Social Influences; Context Effect; Educational Practices; Organizational Development; Case Studies; Comparative Analysis; Comparative Education; Ownership; Educational Resources; Professional Identity; Leadership; Student Needs; Quality Assurance; Foreign Countries; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Interviewing; Interviewtechnik; Sozialer Einfluss; Bildungspraxis; Organisationsentwicklung; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Eigentum; Bildungsmittel; Führung; Führungsposition; Qualitätssicherung; Ausland; Kanada; Großbritannien
Abstract	We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01