Educational expertise as prestige: research-intensive curriculum change
File(s)
Author(s)
Kandiko Howson, Camille
Kingsbury, Martyn
Type
Journal Article
Abstract
Institution-wide curriculum change is a costly, time-intensive and politically fraught undertaking. It is a challenge identifying who has responsibility for the curriculum and who is empowered to change it. The unbundling of the traditional tri-partite academic role of teaching, research and service leaves a gap of who in those communities decides what features in the curriculum. Using discourse analysis of curriculum change documentation, this paper analyses the experience of departments in a research-intensive institution undergoing a holistic, large-scale curriculum review. Departments engaged to varying degrees, with associated integration of educational and disciplinary perspectives. Landscapes of practice are used to explore different communities within departments coming together, or not, in the process. The acknowledgement and appreciation of educational expertise alongside disciplinary research-based knowledge is highlighted as a marker for successful adoption of the curriculum review intentions. This paper contributes to the underdeveloped field of curriculum change in higher education.
Date Issued
2025-01-01
Date Acceptance
2023-05-03
Citation
Teaching in Higher Education, 2025, 30 (1), pp.51-68
ISSN
1356-2517
Publisher
Informa UK Limited
Start Page
51
End Page
68
Journal / Book Title
Teaching in Higher Education
Volume
30
Issue
1
Copyright Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any
medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which
this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any
medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which
this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Identifier
https://www.tandfonline.com/doi/full/10.1080/13562517.2023.2215702
Subjects
Curriculum
teaching-based roles
expertise
discourse analysis
curriculum change
Publication Status
Published
Date Publish Online
2023-05-25