The curriculum? That’s just a unit outline, isn’t it?
- 1 June 2006
- journal article
- research article
- Published by Taylor & Francis Ltd in Studies in Higher Education
- Vol. 31 (3), 269-284
- https://doi.org/10.1080/03075070600680521
Abstract
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perceptions of curriculum, which is critiqued through the work of school curriculum theorists, who utilise Habermas’s theory of knowledge‐constitutive interests. The intention of this article is to explore the epistemologies and assumptions that underpin these conceptions, in order to promote an inclusive and shared vocabulary as a basis for curriculum development.Keywords
This publication has 3 references indexed in Scilit:
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- Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic researchStudies in Higher Education, 2000
- A reconceptualisation of the research into university academics' conceptions of teachingLearning and Instruction, 1997