Editors’ introduction:

Carnell, Brent; Fung, Dilly

doi:10.2307/j.ctt1xhr542.6

Cited by 3 publications

(4 citation statements)

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“…(Fung, 2017, p.6) In principle, a 'throughline' can take various forms. Examples include multiple modules requiring students to conduct research activities over several years and a core assessment such as a portfolio that connects various courses (Fung, 2017). Hughes (2019) suggests a throughline needs to be made visible to students so that they will understand the purpose of undertaking research.…”

Section: Research-based Curricula and A 'Throughline'mentioning

confidence: 99%

“…In this context, a research-based curriculum has been established as an impactful design that develops undergraduates' capabilities for coping with ambiguities and uncertainties (Brew, 2013). Carnell and Fung (2017) define research-based learning as students conducting research and inquiry-based activities in which they exercise agency, develop research skills, and acquire a critical understanding of knowledge. A research-based curriculum is a curriculum that is primarily designed around research and inquiry-based activities instead of subject content delivered to students (Griffiths, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…To develop an effective research-based undergraduate curriculum, scholars argue that research capacities must be built over a programme coherently (Hughes, 2019). Having a capstone in the final year is insufficient; instead, research opportunities should be built into the curriculum to create a research 'throughline' (Fung, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Faculty members’ perceptions and students’ experiences of research-based curricula: a multiple case study of four undergraduate programmes

Zou,

Lee,

et al. 2023

High Educ

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The implementation of a research-based curriculum that enables students to develop essential capabilities for this complex world is challenging. There is limited understanding of the implementation of a research-based curriculum in a whole degree programme, and few studies examined how faculty members and students perceived such a curriculum. This study explored faculty members’ perceptions and students’ experiences of four research-based curricula in two research-intensive universities in Hong Kong. Based on document review, 18 faculty interviews, and 113 student interviews, we discovered an overall positive view of research-based curricula but also substantial differences between faculty members’ perceptions and students’ experiences. For example, faculty members emphasised the learning and critical evaluation of knowledge. In comparison, students focused on exploring specific interesting issues and collecting and analysing information without fully recognising the potential of research in generating, applying, and validating knowledge. Moreover, students’ experiences of research-based curricula contained a broader scope of activities than the curriculum perceived by faculty members. These gaps demonstrate that the fundamental goals of research-based curricula to develop ‘powerful knowledge’ and induct students into disciplinary ways of thinking have yet to be fully achieved. The study implies a need to enhance communication between students and faculty members and build a consensus on designing and supporting undergraduate research across the curriculum.

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Section: Research-based Curricula and A 'Throughline'mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Faculty members’ perceptions and students’ experiences of research-based curricula: a multiple case study of four undergraduate programmes

Zou,

Lee,

et al. 2023

High Educ

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“…Todas coinciden en que el director de escuela es en responsable de dirigir el diseño, ejecución y evaluación del currículo, aunque para el proceso de diseño o redisieño participe un equipo de docentes (UP, UN1, UN2 y UN3), estudiantes (UN3) y administrativos (UN3). Respecto a la ejecución curricular, se entiende a la asignatura como unidad mínima del currículo, es decir el microcurrículo, por ello se pone especial atención en todos los elementos que intervienen en el proceso de enseñanza aprendizaje a este nivel (Carnell y Fung, 2017;Yepes et al, 2022). Para ello se estable a partir del plan de estudios y el perfil de egreso, los recursos necesarios para el aprendizaje, el perfil docente necesario para el desarrollo de los cursos y el perfil de ingreso del estudiante.…”

Section: Ejecución Curricularunclassified

Curriculum management in Education programs in Universities of northern Peru

Bravo Larrea,

Meregildo Gómez

2022

sciendo

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The present investigation addressed the management of the university curriculum in Primary Education programs as an object of study, with the purpose of explaining how the curriculum for the training of teachers in Primary Education has been designed, executed, evaluated and updated in a sample of four universities in Peru. The study implied the revision of the curricular plans of the primary education study programs that make up the sample, corresponding to three publicly managed universities and one privately managed. From a hermeneutic approach, the information obtained with the review of the curricular plans was initially processed from the search and reflection of redundant patterns or differences regarding the structure, definition and actions embodied in the work of curricular management. in the study programs that made up the sample. Also contrasting with the current quality management models in the framework of the licensing and accreditation processes.

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Integrating research and teaching

Fung¹

2019

Strategic Leadership of Change in Higher Education

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Editors’ introduction:

Cited by 3 publications

References 0 publications

Faculty members’ perceptions and students’ experiences of research-based curricula: a multiple case study of four undergraduate programmes

Faculty members’ perceptions and students’ experiences of research-based curricula: a multiple case study of four undergraduate programmes

Curriculum management in Education programs in Universities of northern Peru

Integrating research and teaching

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