The curriculum? That’s just a unit outline, isn’t it?

Fraser, Sharon; Bosanquet, Agnes

doi:10.1080/03075070600680521

Cited by 211 publications

(160 citation statements)

References 3 publications

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“…Furthermore, academics' conceptions of curriculum are typically focused on unit-level activities (Fraser and Bosanquet 2006) and graduate learning outcomes are largely invisible to science students with the exception of content knowledge . Yorke and Knight (2006) stated that the presence of gaps and discontinuities in the expectations for, and provision of, transferrable skills are most likely to occur where students have a broad range of course choices -as is the case for generalist degrees such as the BSc.…”

Section: Discussionmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

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Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science.This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

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“…Consensus about what internationalisation means is yet to be reached (Elkin, Farnsworth, & Templer, 2008). The term curriculum in higher education remains similarly ambiguous (Fraser & Bosanquet, 2006). Regardless of these uncertainties, however, higher education institutions are committed to moving ahead with policies and programs designed to enhance the experience of students and to prepare them for the work world of an increasingly global economy.…”

Section: Internationalisation Of Curriculamentioning

confidence: 99%

“…It is one that recognises the dynamic and interactive process of teaching and learning. These more sophisticated notions of curriculum incorporate graduate outcomes, reflective practice, changing student world views, and the interaction of student and teacher knowledge (Fraser & Bosanquet, 2006) as integral to academic experience.…”

Section: Internationalisation Of Curriculamentioning

confidence: 99%

Internationalising the Student Experience: Preparing Instructors to Embed Intercultural Skills in the Curriculum

Mak

Kennedy

2012

Innov High Educ

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The Internationalising the Student Experience Project was devised and piloted as a teaching innovation to improve the intercultural awareness of instructors and, subsequently, that of their domestic and international students. In this article we claim that instructor preparation in the use of the Alliance Building and Cultural Mapping tools of the international EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program can provide a base for institutionalised support. We report and discuss this approach and the outcomes to the challenges of and opportunities for internationalising the curriculum in the broader higher education context.

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“…There are many definitions and interpretations of the term "curriculum", since its inception (Tyler, 1949) ranging from curriculum as content only, to the experiences of students undertaking a course of study (Fraser & Bosanquet, 2006). For many academics, the curriculum refers to what must be covered, or the syllabus (Stark, Lowther, Sharp, & Arnold, 1997) and there can often be a large focus on content, and within what timeframe that content must be covered.…”

Section: Curriculum Design: Product or Process?mentioning

confidence: 99%

Fink About It: Development and Evaluation of a Communications Curriculum for Healthcare Professionals

O’Donovan¹,

Poole²

2016

MedEdPublish

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The curriculum? That’s just a unit outline, isn’t it?

Cited by 211 publications

References 3 publications

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Internationalising the Student Experience: Preparing Instructors to Embed Intercultural Skills in the Curriculum

Fink About It: Development and Evaluation of a Communications Curriculum for Healthcare Professionals

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