![]() And in some ways, it’s the easier one – in that subject knowledge is the academic’s expertise, and the thing that drives their research, and the thing they have in common with colleagues in the same discipline.ĭebates about what “else” should be incorporated into higher education curricula in terms of skills, competences, or attributes that will prepare students for lives and careers beyond university are often rather more difficult in the sense that while educators will readily agree that higher education learning outcomes incorporate both knowledge and skills, much of the “skills” element is not traditionally in the realm of academic or educator expertise – though many will take a lively and informed interest. Nowadays, the selection and integration of different areas of knowledge for inclusion in curriculum is a process of collective negotiation.īut despite all this cognitive work to create a structured body of knowledge out of an unstructured one, describing the knowledge is only one aspect of curriculum construction. That’s before you include stakeholders like employers, PSRBs, alumni, and students themselves. Especially in recent years, with inclusion and decolonisation agendas, the knowledge content of higher education curricula have come under greater scrutiny.Ī greater emphasis on programme development – rather than academics running individual modules – has meant that curriculum development is much more of a collegial or team activity that it might have been in the past. Building curriculum, by contrast, is a process of selecting what academics consider to be important for students to know and arranging it in some kind of sequence or narrative according to the logic of the discipline.Īll academics probably have a very excusable bias in considering their own specialist topic to be absolutely essential to what it means to graduate in a subject – but within subject communities the debate about what belongs in curricula is appropriately lively. ![]() ![]() ![]() Australian academic Raewyn Connell explains the process of building higher education curriculum as one of imposing order and structure on chaos.Įxtending knowledge through research is an inherently messy process – proceeding in fits and starts, evolving in unpredictable ways, without fixed conclusions. ![]()
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