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Curriculum change as transformational learning

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Title: Curriculum change as transformational learning
Authors: Howson, CK
Kingsbury, M
Item Type: Journal Article
Abstract: Through an evaluation of an institution-wide curriculum change process, this paper analyses how strategic policy is variously enacted in departmental communities. Linguistic ethnography of public, institutional and internal policy documents illuminates departments’ engagement with the change process. With curriculum change positioned as a disorienting dilemma, transformational learning theory provides a lens to analyse the departments’ alignment with the intention of the curriculum change policy. The paper explores the extent to which departments transformed from a disciplinary content-based and high-stakes examination approach to the curriculum to incorporating broader institutional aims and active learning theories into disciplinary language, pedagogy and practices. Three stages of engagement are identified through an evaluation rubric, offering a framework to assess curriculum change initiatives. Implications for educational leaders include the need to integrate institutional strategy with disciplinary experts and expertise and the importance of language adoption as a precursor to implementation.
Issue Date: 1-Nov-2023
Date of Acceptance: 30-May-2021
URI: http://hdl.handle.net/10044/1/90306
DOI: 10.1080/13562517.2021.1940923
ISSN: 1356-2517
Publisher: Routledge
Journal / Book Title: Teaching in Higher Education
Volume: 28
Issue: 8
Copyright Statement: © 2021 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.
Publication Status: Published
Online Publication Date: 2021-06-17
Appears in Collections:Central Faculty



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