The Role of Curriculum Theory in Contemporary Higher Education Research and Practice

Abstract

In the light of recent debates on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this paper discusses the role and the importance of curriculum theories in higher education. Focusing on the historical and the conceptual roots of curriculum theory approaches, the argument is that the dispute and the separation between normative and critical roles of curriculum theories are important to overcome in today's competency-based and outcome-focused context of higher education. Basil Bernstein's ideas on the vital role of knowledge are discussed in relation to the origins of the so-called crisis in curriculum theories. It is suggested that in the debate between normative and critical curriculum approaches, a danger is that the focus on the educational importance of curricula may be neglected and silenced in the midst of the pressure to renew curricula in higher education.

Students’ experiences of a first‐year block model curriculum in higher education

“…Internationally, countries have different policies that guide course development. In countries such as Australia, the United Kingdom and the United States of America, HE courses are expected to respond to the requirements of government qualification frameworks, professional accreditation requirements and the demands of industry (Bovill & Woolmer, 2019; Darwin, 2017; Khan & Law, 2015; Lindén et al, 2017). At the local level providers of HE have worked to differentiate their courses by tailoring them, so they include different elements such as graduate capabilities (Bovill et al, 2011; Kahn & Law, 2015), majors and capstone units (Ishiyama, 2005).…”

“…Decisions about curriculum theory, design, development, mode of delivery and approaches to teaching and learning impact on the student experience. Yet, in HE decisions about the curriculum, ‘are usually made by people who lack an educational degree or background in the educational sciences’ (Lindén et al, 2017, p. 138). Insights from this research highlight that an absence of knowledge and skills in relation to curriculum may be problematic.…”

“…Insights from this research highlight that an absence of knowledge and skills in relation to curriculum may be problematic. The development of curricular that are ‘theoretically agnostic or build on theoretical contradictions’, (Lindén et al, 2017, p. 138) and for which there is no evidence base could have a negative impact on students’ learning. Additionally, a lack of knowledge and skills could result in the inability of educational practitioners, to reflect on the curriculum, respond to the learning needs of students and tease out issues as they emerge in practice.…”

A Rule-based Approach toward Automating the Assessments of Academic Curriculum Mapping

“…Linden, et al [13] describe the influence of curriculum theories in higher education while concentrating on their historical and conceptual roots. Results show that adapting modern higher education environments requires identifying the differences between normative and critical curriculum while keeping in mind the curricula' influence.…”

“…Results show that adapting modern higher education environments requires identifying the differences between normative and critical curriculum while keeping in mind the curricula' influence. Roth and Thom [14] clarify the differences in curriculum theory over the past decade or two; they claim that number of curriculum topics studied has increased along with methodological and theoretical expansions. Their research indicates that curriculum inquiry is becoming more widespread and that there is potential for a cross-cultural attitude.…”