Curriculum Design in a Context of Widening Participation in Higher Education

Abstract

ab s t rac tThe current 'widening participation' and 'key skills' agendas in higher education present the challenge of developing curriculum models that can accommodate a more heterogeneous student body. Drawing primarily on the South African experience, and similar findings from Australia, this article examines various forms of provision in terms of intended target group, assumptions, goals and curriculum context. A distinction is made between separate, semi-integrated and integrated approaches and associated models. On the grounds of both educationally relevant theory and actual practice, it is argued that 'separate' provision of the 'academic support' type has a limited impact, and that a mix of semi-integrated and integrated models of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university. Some implications for teaching and curriculum development are illustrated with reference to the Arts and Humanities.ke ywo r d s academic literacy, academic support, curriculum design, skills development, widening participation i n t r o d u c t i o n A C E N T R A L challenge facing higher education in the UK and internationally is the 'widening participation' agenda. In Britain, the participation rate of young adults is currently about 33 percent, compared with 12 percent in the 1980s; and the present Labour Government aspires to a target of 50 percent by the end of the decade (Hodgson and Spours, 2000). With increased enrolment by mature and part-time students and those from ethnic minorities, the [ 8 5 ]

Widening student access and participation in Allied Health Sciences: A critical reflection

“…While the challenge of addressing diversifying student bodies in higher education is a global phenomenon (Warren 2002;Parker, Naylor and Warmington 2005), particular challenges arise in the South African context. In a science-based faculty such as the FHS, changing the demographic profile to be more nationally representative, is to enter into competition with faculties of science, commerce and engineering for the small pool of Grade 12 students who qualify for access to tertiary education in mathematics and science subjects.…”

Widening participation and English language proficiency: a convergence with implications for assessment practices in higher education

“…Although domestic students will come with varying degrees of literacy, and international students with literacy skills they have developed within their own education systems, few if any students, whether ESB or NESB, domestic or international, will come adequately equipped with the specific set of academic literacy practices they require for their particular degree. These practices need to be learned, and learned within the context of their discipline area, embedded within the curriculum and presented as an integral part of their undergraduate studies where they take on immediacy, relevance, and authenticity (Curnow & Liddicoat, 2008;Warren, 2002;Wingate, 2006). Similarly, professional communication skills need to be taught as a regular part of the curriculum and not as a bolt-on supplementary course, given their often discipline-specific nature and the fact that conversancy in them is fundamental to operating appropriately in both academic and professional contexts.…”

A Strong Foundation: Inclusive Education at an Australian University College

“…This awareness will help ensure that students do not transgress the rules inadvertently. Inclusive teaching practice provides benefits for all students by clearly identifying expectations and offering "induction into specific discourses and epistemic constructions of knowledge in academic cultures" [21]. Openness about expectations and values is part of building trust and helping students to understand academic culture.…”