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if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = [{"id":8790432,"link":"http://twitter.com/deanofched","name":"Twitter","link_domain":"twitter.com","icon":"//www.google.com/s2/u/0/favicons?domain=twitter.com"}]</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uct.academia.edu/SuellenShay","location":"/SuellenShay","scheme":"https","host":"uct.academia.edu","port":null,"pathname":"/SuellenShay","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-4e871e67-5862-4582-8558-c4cdf0d6768b"></div> <div id="ProfileCheckPaperUpdate-react-component-4e871e67-5862-4582-8558-c4cdf0d6768b"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Suellen Shay" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/1239871/451539/20373016/s200_suellen.shay.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Suellen Shay</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://uct.academia.edu/">University of Cape Town</a>, <a class="u-tcGrayDarker" href="https://uct.academia.edu/Departments/Centre_for_Higher_Education_Development/Documents">Centre for Higher Education Development</a>, <span class="u-tcGrayDarker">Professor of Higher Education</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Suellen" data-follow-user-id="1239871" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="1239871"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">237</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">21</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">4</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Suellen Shay is Professor of Higher Education in the Centre for Higher Education Development (CHED) at the University of Cape Town.  Her career in CHED since 1989 has spanned a range of types of development work, including language development, curriculum development, and staff and institutional development. Her research attempts to bring the theoretical frameworks of sociology of education to an understanding of higher education as social practice, specifically focusing on assessment and more recently knowledge and curriculum.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1239871" href="https://www.academia.edu/Documents/in/Curriculum_Studies"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uct.academia.edu/SuellenShay","location":"/SuellenShay","scheme":"https","host":"uct.academia.edu","port":null,"pathname":"/SuellenShay","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Curriculum Studies"]}" data-trace="false" data-dom-id="Pill-react-component-3a2981a8-9acc-4a61-a036-27908af24972"></div> <div id="Pill-react-component-3a2981a8-9acc-4a61-a036-27908af24972"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1239871" href="https://www.academia.edu/Documents/in/Sociology_of_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Sociology of Education"]}" data-trace="false" data-dom-id="Pill-react-component-4c68904f-127f-4a23-8c7e-a562f46dd713"></div> <div id="Pill-react-component-4c68904f-127f-4a23-8c7e-a562f46dd713"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1239871" href="https://www.academia.edu/Documents/in/Higher_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Higher Education"]}" data-trace="false" data-dom-id="Pill-react-component-dce2a0c3-3e50-4169-b349-fd16d5529544"></div> <div id="Pill-react-component-dce2a0c3-3e50-4169-b349-fd16d5529544"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1239871" href="https://www.academia.edu/Documents/in/Higher_Education_Curriculum"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Higher Education Curriculum"]}" data-trace="false" data-dom-id="Pill-react-component-9439f646-83b3-42eb-acf4-cb6b929a28a3"></div> <div id="Pill-react-component-9439f646-83b3-42eb-acf4-cb6b929a28a3"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="left-most js-UserInfo-social-cv" data-broccoli-component="user-info.cv-button" data-click-track="profile-user-info-cv" data-cv-filename="Resume_SHAY_long.docx" data-placement="top" data-toggle="tooltip" href="/SuellenShay/CurriculumVitae"><button class="ds2-5-text-link ds2-5-text-link--small" style="font-size: 20px; letter-spacing: 0.8px"><span class="ds2-5-text-link__content">CV</span></button></li><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>36</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Talks" data-toggle="tab" href="#talks" role="tab" title="Talks"><span>10</span> <span class="ds2-5-body-sm-bold">Talks</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Media-pieces" data-toggle="tab" href="#mediapieces" role="tab" title="Media pieces"><span>8</span> <span class="ds2-5-body-sm-bold">Media pieces</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Suellen Shay</h3></div><div class="js-work-strip profile--work_container" data-work-id="39427395"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39427395/Shay_and_Mkhize"><img alt="Research paper thumbnail of Shay & Mkhize" class="work-thumbnail" src="https://attachments.academia-assets.com/59572793/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39427395/Shay_and_Mkhize">Shay & Mkhize</a></div><div class="wp-workCard_item"><span>Curriculum Tranformation: Looking Back and looking forward</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Educati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Education and the Public Good Edited by Ashwin and J. Case.  The focus of this chapter is on curriculum -- what have we learned in SA about attempts to reform curricula in order to address what we know to be unjust and unequal differentiation of the student experience?  Whole book available free download from African Minds.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc476e00436a190d00b4d359690a5684" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59572793,"asset_id":39427395,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59572793/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39427395"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39427395"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39427395; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39427395]").text(description); $(".js-view-count[data-work-id=39427395]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39427395; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39427395']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39427395, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc476e00436a190d00b4d359690a5684" } } $('.js-work-strip[data-work-id=39427395]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39427395,"title":"Shay \u0026 Mkhize","translated_title":"","metadata":{"abstract":"THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Education and the Public Good Edited by Ashwin and J. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35357633"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa"><img alt="Research paper thumbnail of Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/55217892/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa">Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what di...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? How did it affect higher education and national government? Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ab4f9746d10c63beccc0620f279284c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55217892,"asset_id":35357633,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35357633"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35357633"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35357633; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35357633]").text(description); $(".js-view-count[data-work-id=35357633]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35357633; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35357633']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35357633, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5ab4f9746d10c63beccc0620f279284c" } } $('.js-work-strip[data-work-id=35357633]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35357633,"title":"Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa","translated_title":"","metadata":{"abstract":"Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? How did it affect higher education and national government? Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.","ai_title_tag":"Review of 'Fees Must Fall': Impact on South African Governance"},"translated_abstract":"Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? How did it affect higher education and national government? Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.","internal_url":"https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa","translated_internal_url":"","created_at":"2017-12-06T06:52:06.382-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":55217892,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55217892/thumbnails/1.jpg","file_name":"Shay__2017.pdf","download_url":"https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Book_Review_Booysen_Susan_ed_2015_Fees_m.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55217892/Shay__2017-libre.pdf?1512574960=\u0026response-content-disposition=attachment%3B+filename%3DBook_Review_Booysen_Susan_ed_2015_Fees_m.pdf\u0026Expires=1733048587\u0026Signature=gwfCqAaiCwQPin3I231PgHy9opPHV8RauYeCvdH4iC6NvM27Stip9IS-k2~jrdYkm5hBv76wm4A2G3s1CT8mtJrj-iJUFkujC78d1JXjPWAxruSeQNRTEd8aV8Wm-gI0jyNHsLPPM0BdFf5VtvILCKlNS5SilBbDXWzUpPlgeGGG9f8EhjN5jgJ7IUgQKGdxAS~c5tKMLftNR0auARSQ5x-nueJCjzsoCz3ZGyeNEL3HMyQRJevckZvmPmNEpoiFuFuW3HA-QtsNdP0Ips0HtjlI8xBkux9zY00wDm6wNqh0A9MrM5fmNSl5Jrhg3ofpYrl14xqlKrZCSuE07IOhgQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":55217892,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55217892/thumbnails/1.jpg","file_name":"Shay__2017.pdf","download_url":"https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Book_Review_Booysen_Susan_ed_2015_Fees_m.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55217892/Shay__2017-libre.pdf?1512574960=\u0026response-content-disposition=attachment%3B+filename%3DBook_Review_Booysen_Susan_ed_2015_Fees_m.pdf\u0026Expires=1733048587\u0026Signature=gwfCqAaiCwQPin3I231PgHy9opPHV8RauYeCvdH4iC6NvM27Stip9IS-k2~jrdYkm5hBv76wm4A2G3s1CT8mtJrj-iJUFkujC78d1JXjPWAxruSeQNRTEd8aV8Wm-gI0jyNHsLPPM0BdFf5VtvILCKlNS5SilBbDXWzUpPlgeGGG9f8EhjN5jgJ7IUgQKGdxAS~c5tKMLftNR0auARSQ5x-nueJCjzsoCz3ZGyeNEL3HMyQRJevckZvmPmNEpoiFuFuW3HA-QtsNdP0Ips0HtjlI8xBkux9zY00wDm6wNqh0A9MrM5fmNSl5Jrhg3ofpYrl14xqlKrZCSuE07IOhgQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":184735,"name":"Student protests","url":"https://www.academia.edu/Documents/in/Student_protests"},{"id":396204,"name":"Governance and Policy in Higher Education","url":"https://www.academia.edu/Documents/in/Governance_and_Policy_in_Higher_Education"},{"id":1180661,"name":"FMF","url":"https://www.academia.edu/Documents/in/FMF"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34055350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach"><img alt="Research paper thumbnail of Reframing the curriculum: a transformative approach" class="work-thumbnail" src="https://attachments.academia-assets.com/53993044/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach">Reframing the curriculum: a transformative approach</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While acknowledging higher education’s complicity in inequality, the premise of this paper is tha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While acknowledging higher education’s complicity in inequality,<br />the premise of this paper is that curriculum transformation can be<br />one means of challenging and dismantling structural injustices<br />towards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore<br />what this transformation requires. The framework is used to critique<br />a particular case of curriculum intervention, Education<br />Development in South Africa. In Fraser’s terms, the interventions<br />have been largely affirmative, not transformative. In addition, they<br />have focused on only the first dimension of justice, redistribution,<br />and have generally failed to attend to misrecognition and representation.<br />Overall, we argue that the responses of higher education<br />institutions in South Africa to the challenges of a globalised,<br />pluralist world have been affirmative, not transformative. A transformative<br />approach demands a ‘reframing’ of the curriculum. This<br />involves adjusting the scale of the problem, interrogating assumptions<br />informing the norms of the curriculum, questioning current<br />boundaries between ‘mainstream’ and ‘other’ students and<br />reviewing the fitness of the curriculum for a pluralist society. The<br />paper concludes with recommendations for what such a reframing<br />of the curriculum might entail.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2aa074e484b0ebb79b447fb4433e5775" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53993044,"asset_id":34055350,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34055350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34055350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34055350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34055350]").text(description); $(".js-view-count[data-work-id=34055350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34055350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34055350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34055350, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2aa074e484b0ebb79b447fb4433e5775" } } $('.js-work-strip[data-work-id=34055350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34055350,"title":"Reframing the curriculum: a transformative approach","translated_title":"","metadata":{"abstract":"While acknowledging higher education’s complicity in inequality,\nthe premise of this paper is that curriculum transformation can be\none means of challenging and dismantling structural injustices\ntowards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore\nwhat this transformation requires. The framework is used to critique\na particular case of curriculum intervention, Education\nDevelopment in South Africa. In Fraser’s terms, the interventions\nhave been largely affirmative, not transformative. In addition, they\nhave focused on only the first dimension of justice, redistribution,\nand have generally failed to attend to misrecognition and representation.\nOverall, we argue that the responses of higher education\ninstitutions in South Africa to the challenges of a globalised,\npluralist world have been affirmative, not transformative. A transformative\napproach demands a ‘reframing’ of the curriculum. This\ninvolves adjusting the scale of the problem, interrogating assumptions\ninforming the norms of the curriculum, questioning current\nboundaries between ‘mainstream’ and ‘other’ students and\nreviewing the fitness of the curriculum for a pluralist society. The\npaper concludes with recommendations for what such a reframing\nof the curriculum might entail."},"translated_abstract":"While acknowledging higher education’s complicity in inequality,\nthe premise of this paper is that curriculum transformation can be\none means of challenging and dismantling structural injustices\ntowards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore\nwhat this transformation requires. The framework is used to critique\na particular case of curriculum intervention, Education\nDevelopment in South Africa. In Fraser’s terms, the interventions\nhave been largely affirmative, not transformative. In addition, they\nhave focused on only the first dimension of justice, redistribution,\nand have generally failed to attend to misrecognition and representation.\nOverall, we argue that the responses of higher education\ninstitutions in South Africa to the challenges of a globalised,\npluralist world have been affirmative, not transformative. A transformative\napproach demands a ‘reframing’ of the curriculum. This\ninvolves adjusting the scale of the problem, interrogating assumptions\ninforming the norms of the curriculum, questioning current\nboundaries between ‘mainstream’ and ‘other’ students and\nreviewing the fitness of the curriculum for a pluralist society. The\npaper concludes with recommendations for what such a reframing\nof the curriculum might entail.","internal_url":"https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach","translated_internal_url":"","created_at":"2017-07-27T11:29:49.838-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29874073,"work_id":34055350,"tagging_user_id":1239871,"tagged_user_id":13109967,"co_author_invite_id":null,"email":"k***9@gmail.com","affiliation":"University of Cape Town","display_order":1,"name":"kathy luckett","title":"Reframing the curriculum: a transformative approach"}],"downloadable_attachments":[{"id":53993044,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53993044/thumbnails/1.jpg","file_name":"Reframing_the_curriculum_a_transformative_approach.pdf","download_url":"https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_curriculum_a_transformativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53993044/Reframing_the_curriculum_a_transformative_approach-libre.pdf?1501180618=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_curriculum_a_transformativ.pdf\u0026Expires=1733048587\u0026Signature=c2O6NHOWHNLI54ib-d3vBxVuPkm45aTB~G0RJi6aFMAooCQAKxCx1fyzKU4RiRBS9ZCjVlS6EaMeoWZfUCLYLDlgm3i-jyFasrUQpa~kUbyRVHLfVFwg8dWWO2xDce62JbCN8uGlMcJbNehdCvTVmim-GK23PFqUV0d6xrFSsjJ~JMGUKWtj73WEhNK0f-AfBAdvxPwyp0XXUpRHop4MUpwkHS1gAKEKiXjYYv6wBI-l8fMvrHnXdyzo8OqyYN7GN2OHdLrj6IScHJVcQ0eH21WwgTKr5Q2~6tUjWNbzi0rFEGVgjt8vS5QL4aIk3hZCca94HNWM615f0lOWZPk2~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reframing_the_curriculum_a_transformative_approach","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":53993044,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53993044/thumbnails/1.jpg","file_name":"Reframing_the_curriculum_a_transformative_approach.pdf","download_url":"https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_curriculum_a_transformativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53993044/Reframing_the_curriculum_a_transformative_approach-libre.pdf?1501180618=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_curriculum_a_transformativ.pdf\u0026Expires=1733048587\u0026Signature=c2O6NHOWHNLI54ib-d3vBxVuPkm45aTB~G0RJi6aFMAooCQAKxCx1fyzKU4RiRBS9ZCjVlS6EaMeoWZfUCLYLDlgm3i-jyFasrUQpa~kUbyRVHLfVFwg8dWWO2xDce62JbCN8uGlMcJbNehdCvTVmim-GK23PFqUV0d6xrFSsjJ~JMGUKWtj73WEhNK0f-AfBAdvxPwyp0XXUpRHop4MUpwkHS1gAKEKiXjYYv6wBI-l8fMvrHnXdyzo8OqyYN7GN2OHdLrj6IScHJVcQ0eH21WwgTKr5Q2~6tUjWNbzi0rFEGVgjt8vS5QL4aIk3hZCca94HNWM615f0lOWZPk2~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":78085,"name":"Nancy Fraser","url":"https://www.academia.edu/Documents/in/Nancy_Fraser"},{"id":2548231,"name":"Transformative Curriculum","url":"https://www.academia.edu/Documents/in/Transformative_Curriculum"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33500946"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33500946/Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices"><img alt="Research paper thumbnail of Educational investment towards the ideal future: South Africa's strategic choices" class="work-thumbnail" src="https://attachments.academia-assets.com/53539837/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33500946/Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices">Educational investment towards the ideal future: South Africa's strategic choices</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">None Although there has been rapid expansion of higher education around the globe, such expansion...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">None Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99b30a0b53ac4f7ea6e3855ca0d310ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53539837,"asset_id":33500946,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53539837/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33500946"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33500946"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33500946; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33500946]").text(description); $(".js-view-count[data-work-id=33500946]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33500946; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33500946']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33500946, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "99b30a0b53ac4f7ea6e3855ca0d310ce" } } $('.js-work-strip[data-work-id=33500946]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33500946,"title":"Educational investment towards the ideal future: South Africa's strategic choices","translated_title":"","metadata":{"abstract":"None Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes."},"translated_abstract":"None Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. 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Main argument being that we need a twin investment of  financial aid and improvement in the curriculum if we are to achieve equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c82354b8631afdef15c5f627019d3cbd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51644204,"asset_id":31235373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51644204/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31235373"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31235373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31235373; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31235373]").text(description); $(".js-view-count[data-work-id=31235373]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31235373; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31235373']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31235373, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c82354b8631afdef15c5f627019d3cbd" } } $('.js-work-strip[data-work-id=31235373]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31235373,"title":"Rethinking curriculum .pdf","translated_title":"","metadata":{"abstract":"Opinion piece written for the M\u0026G in response to the the State's new proposed financial aid scheme. 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Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9cc8a8d397c652e41f0c242a694f9e5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51569287,"asset_id":31135330,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51569287/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31135330"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31135330"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31135330; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31135330]").text(description); $(".js-view-count[data-work-id=31135330]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31135330; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31135330']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31135330, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9cc8a8d397c652e41f0c242a694f9e5c" } } $('.js-work-strip[data-work-id=31135330]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31135330,"title":"Educational investment towards the ideal future: South Africa's strategic choices","translated_title":"","metadata":{"abstract":"Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes."},"translated_abstract":"Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.","internal_url":"https://www.academia.edu/31135330/Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices","translated_internal_url":"","created_at":"2017-01-31T06:18:35.735-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":51569287,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51569287/thumbnails/1.jpg","file_name":"Shay_2017_Review_article_author_proof.pdf","download_url":"https://www.academia.edu/attachments/51569287/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Educational_investment_towards_the_ideal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51569287/Shay_2017_Review_article_author_proof-libre.pdf?1485876561=\u0026response-content-disposition=attachment%3B+filename%3DEducational_investment_towards_the_ideal.pdf\u0026Expires=1733048588\u0026Signature=T1ey5fr6JbH1-IF2NAw8lYNdlDHXBw8OmgfSj9ETuCLPtfh9BBM~DWGQloAjCSu6MZfaOtE7i4WZcruaUWNKZRUWopp-rhbQWy1emtuG63tZyNFtCW2LKlfht9lP5byAi~d6fjd1sciIL-73oLiPz8nPUwtjKVTW424Mdg1jUZCcv0NW0XEm1cURrQXKrUjXIAPg41E4q5K6I348-u8dZHfdcjwjPSaG6oBIQPjeyJP-DYbuPiLVhi9PGOrslPtjw8afkqD-zQ~WrK0c59zFABKLqw-54xC2Rae4XINdBODIjs6ODCowPRikAgxfoFc2R3RO25gChSKi7TjlNMDreA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices","translated_slug":"","page_count":6,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":51569287,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51569287/thumbnails/1.jpg","file_name":"Shay_2017_Review_article_author_proof.pdf","download_url":"https://www.academia.edu/attachments/51569287/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Educational_investment_towards_the_ideal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51569287/Shay_2017_Review_article_author_proof-libre.pdf?1485876561=\u0026response-content-disposition=attachment%3B+filename%3DEducational_investment_towards_the_ideal.pdf\u0026Expires=1733048588\u0026Signature=T1ey5fr6JbH1-IF2NAw8lYNdlDHXBw8OmgfSj9ETuCLPtfh9BBM~DWGQloAjCSu6MZfaOtE7i4WZcruaUWNKZRUWopp-rhbQWy1emtuG63tZyNFtCW2LKlfht9lP5byAi~d6fjd1sciIL-73oLiPz8nPUwtjKVTW424Mdg1jUZCcv0NW0XEm1cURrQXKrUjXIAPg41E4q5K6I348-u8dZHfdcjwjPSaG6oBIQPjeyJP-DYbuPiLVhi9PGOrslPtjw8afkqD-zQ~WrK0c59zFABKLqw-54xC2Rae4XINdBODIjs6ODCowPRikAgxfoFc2R3RO25gChSKi7TjlNMDreA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":91070,"name":"Inequality","url":"https://www.academia.edu/Documents/in/Inequality"},{"id":391064,"name":"Higher education in Brazil","url":"https://www.academia.edu/Documents/in/Higher_education_in_Brazil"},{"id":1898700,"name":"Flexible Degree","url":"https://www.academia.edu/Documents/in/Flexible_Degree"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="26215461"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what"><img alt="Research paper thumbnail of Curriculum reform in South Africa: more time for what" class="work-thumbnail" src="https://attachments.academia-assets.com/46535096/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what">Curriculum reform in South Africa: more time for what</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://sun.academia.edu/KarinWolff">Karin E Wolff</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa'...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa's undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor's degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a 'new generation' of extended curricula.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da8d9bdac2209347030fbeeb086eccc4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46535096,"asset_id":26215461,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26215461"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26215461"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26215461; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26215461]").text(description); $(".js-view-count[data-work-id=26215461]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26215461; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26215461']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26215461, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da8d9bdac2209347030fbeeb086eccc4" } } $('.js-work-strip[data-work-id=26215461]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26215461,"title":"Curriculum reform in South Africa: more time for what","translated_title":"","metadata":{"abstract":"In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa's undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor's degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a 'new generation' of extended curricula."},"translated_abstract":"In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa's undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor's degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a 'new generation' of extended curricula.","internal_url":"https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what","translated_internal_url":"","created_at":"2016-06-16T04:26:21.401-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7116784,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21383490,"work_id":26215461,"tagging_user_id":7116784,"tagged_user_id":1239871,"co_author_invite_id":null,"email":"s***y@uct.ac.za","affiliation":"University of Cape Town","display_order":0,"name":"Suellen Shay","title":"Curriculum reform in South Africa: more time for what"},{"id":21383491,"work_id":26215461,"tagging_user_id":7116784,"tagged_user_id":33838230,"co_author_invite_id":null,"email":"j***c@uj.ac.za","display_order":4194304,"name":"Jenny Clarence-Fincham","title":"Curriculum reform in South Africa: more time for what"}],"downloadable_attachments":[{"id":46535096,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46535096/thumbnails/1.jpg","file_name":"Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA.pdf","download_url":"https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_reform_in_South_Africa_more_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46535096/Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA-libre.pdf?1466076665=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_reform_in_South_Africa_more_t.pdf\u0026Expires=1733048588\u0026Signature=gwxbqmqqk5nsBn4Z8nGsNeTxwpzH-sYmsVHL8Xfmn1Ha9E2XsggKQghpoMUS1gN0sRWPrVvoMDyAit8y6AUtQ1gK721XLH8IGbS5MmprAJ7RSjgoQfkZ4XXYtAPbTpI2A1nw~YJzc3YTVHQwcTnC55AgTQ5fMsPhNUtqzb2NWl3MMmEwryu74cMeyw6XQ1lVJcfHYlN1jtugjX8s-r1MJSgeCcSnQ1QGa2O01lPU4~Phl4RM-VK8D5lw4BVALkrdivGTyx9TFY0SwOyigtH1EpkwD66q~-sUthdmHM74Rnt5HvGa-nHy11O9d-jSC2Uc7BK5OC0pRYV7mBH9rtWrxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_reform_in_South_Africa_more_time_for_what","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":7116784,"first_name":"Karin","middle_initials":"E","last_name":"Wolff","page_name":"KarinWolff","domain_name":"sun","created_at":"2013-11-25T15:32:25.034-08:00","display_name":"Karin E Wolff","url":"https://sun.academia.edu/KarinWolff"},"attachments":[{"id":46535096,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46535096/thumbnails/1.jpg","file_name":"Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA.pdf","download_url":"https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_reform_in_South_Africa_more_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46535096/Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA-libre.pdf?1466076665=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_reform_in_South_Africa_more_t.pdf\u0026Expires=1733048588\u0026Signature=gwxbqmqqk5nsBn4Z8nGsNeTxwpzH-sYmsVHL8Xfmn1Ha9E2XsggKQghpoMUS1gN0sRWPrVvoMDyAit8y6AUtQ1gK721XLH8IGbS5MmprAJ7RSjgoQfkZ4XXYtAPbTpI2A1nw~YJzc3YTVHQwcTnC55AgTQ5fMsPhNUtqzb2NWl3MMmEwryu74cMeyw6XQ1lVJcfHYlN1jtugjX8s-r1MJSgeCcSnQ1QGa2O01lPU4~Phl4RM-VK8D5lw4BVALkrdivGTyx9TFY0SwOyigtH1EpkwD66q~-sUthdmHM74Rnt5HvGa-nHy11O9d-jSC2Uc7BK5OC0pRYV7mBH9rtWrxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4857,"name":"Knowledge Structures","url":"https://www.academia.edu/Documents/in/Knowledge_Structures"},{"id":176987,"name":"Epistemological access","url":"https://www.academia.edu/Documents/in/Epistemological_access"},{"id":412693,"name":"Higher Education Transformation","url":"https://www.academia.edu/Documents/in/Higher_Education_Transformation"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"},{"id":858637,"name":"Extended Curriculum Programmes","url":"https://www.academia.edu/Documents/in/Extended_Curriculum_Programmes"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="25232128"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1"><img alt="Research paper thumbnail of New Generation Extended Curriculum May 2016 1" class="work-thumbnail" src="https://attachments.academia-assets.com/45539745/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1">New Generation Extended Curriculum May 2016 1</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://sun.academia.edu/KarinWolff">Karin E Wolff</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive Summary In August 2013 the Council for Higher Education (CHE) released “A proposal fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive Summary  <br />In August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes.  The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. <br />In 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. <br />The first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa?  Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:<br />• Foundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. <br />• Epistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. <br />• Enhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. <br />• Enrichment: there is the necessity for ‘curriculum enrichment through key literacies’. <br />The study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones.  <br />The second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:<br />• The curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. <br />• The curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. <br />• There are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. <br />The findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success.  These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. <br />The findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. <br />In summary we recommend the following: <br />• Extended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. <br />• The revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. <br />• Placement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. <br />• Developmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. <br />In conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2c43af03bcfdaaa7e4a6dc209fc50e1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45539745,"asset_id":25232128,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25232128"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25232128"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25232128; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25232128]").text(description); $(".js-view-count[data-work-id=25232128]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25232128; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25232128']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25232128, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2c43af03bcfdaaa7e4a6dc209fc50e1e" } } $('.js-work-strip[data-work-id=25232128]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25232128,"title":"New Generation Extended Curriculum May 2016 1","translated_title":"","metadata":{"abstract":"Executive Summary \nIn August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes. The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. \nIn 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. \nThe first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa? Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:\n•\tFoundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. \n•\tEpistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. \n•\tEnhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. \n•\tEnrichment: there is the necessity for ‘curriculum enrichment through key literacies’. \nThe study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones. \nThe second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:\n•\tThe curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. \n•\tThe curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. \n•\tThere are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. \nThe findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success. These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. \nThe findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. \nIn summary we recommend the following: \n•\tExtended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. \n•\tThe revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. \n•\tPlacement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. \n•\tDevelopmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. \nIn conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.\n\n"},"translated_abstract":"Executive Summary \nIn August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes. The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. \nIn 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. \nThe first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa? Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:\n•\tFoundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. \n•\tEpistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. \n•\tEnhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. \n•\tEnrichment: there is the necessity for ‘curriculum enrichment through key literacies’. \nThe study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones. \nThe second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:\n•\tThe curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. \n•\tThe curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. \n•\tThere are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. \nThe findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success. These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. \nThe findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. \nIn summary we recommend the following: \n•\tExtended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. \n•\tThe revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. \n•\tPlacement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. \n•\tDevelopmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. \nIn conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.\n\n","internal_url":"https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1","translated_internal_url":"","created_at":"2016-05-11T06:18:27.857-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":20127641,"work_id":25232128,"tagging_user_id":1239871,"tagged_user_id":7116784,"co_author_invite_id":null,"email":"w***e@gmail.com","affiliation":"Stellenbosch University","display_order":0,"name":"Karin E Wolff","title":"New Generation Extended Curriculum May 2016 1"},{"id":20127643,"work_id":25232128,"tagging_user_id":1239871,"tagged_user_id":null,"co_author_invite_id":4547763,"email":"w***e@gmail.com","display_order":4194304,"name":"Karin Wolff","title":"New Generation Extended Curriculum May 2016 1"}],"downloadable_attachments":[{"id":45539745,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45539745/thumbnails/1.jpg","file_name":"New_Generation_ECP_Report_FINAL_May_2016_1_.pdf","download_url":"https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"New_Generation_Extended_Curriculum_May_2.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45539745/New_Generation_ECP_Report_FINAL_May_2016_1_-libre.pdf?1462972451=\u0026response-content-disposition=attachment%3B+filename%3DNew_Generation_Extended_Curriculum_May_2.pdf\u0026Expires=1732862799\u0026Signature=W1A7L3ivVpP5M8ZbVmydOu3C0x77g7aoT0WNANOC71cDxN8E~TKmrcZoaat7-ye4bNzA7X6g2x3f2lsoVSRHaeq7-hkrPxOSq2QcFrGG3Ie6tW0NGcZ8eHMpzLFdp7GbNihVToUQoa0NTCJPXG6tVvvEWr1fkpYKv1NRG9CFnHuxJkwjBkqSLamI0~4-lVYycETrY~nJQEQ2c9WUTbgrCOhjkxO-2U84t-jv8n2dAsWPAszfvSpRbr1mJeZr5zRpn6piX4WDczXCQgvapC-hRfuE5aeFIZ-aQmkhEaS-4Jj0qikMfcB3g367wnTpl6WPP3VCLXye2YYdFUjAVNlNSw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"New_Generation_Extended_Curriculum_May_2016_1","translated_slug":"","page_count":50,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":45539745,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45539745/thumbnails/1.jpg","file_name":"New_Generation_ECP_Report_FINAL_May_2016_1_.pdf","download_url":"https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"New_Generation_Extended_Curriculum_May_2.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45539745/New_Generation_ECP_Report_FINAL_May_2016_1_-libre.pdf?1462972451=\u0026response-content-disposition=attachment%3B+filename%3DNew_Generation_Extended_Curriculum_May_2.pdf\u0026Expires=1732862799\u0026Signature=W1A7L3ivVpP5M8ZbVmydOu3C0x77g7aoT0WNANOC71cDxN8E~TKmrcZoaat7-ye4bNzA7X6g2x3f2lsoVSRHaeq7-hkrPxOSq2QcFrGG3Ie6tW0NGcZ8eHMpzLFdp7GbNihVToUQoa0NTCJPXG6tVvvEWr1fkpYKv1NRG9CFnHuxJkwjBkqSLamI0~4-lVYycETrY~nJQEQ2c9WUTbgrCOhjkxO-2U84t-jv8n2dAsWPAszfvSpRbr1mJeZr5zRpn6piX4WDczXCQgvapC-hRfuE5aeFIZ-aQmkhEaS-4Jj0qikMfcB3g367wnTpl6WPP3VCLXye2YYdFUjAVNlNSw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"},{"id":481233,"name":"Equity and Social Justice","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice"},{"id":1898700,"name":"Flexible Degree","url":"https://www.academia.edu/Documents/in/Flexible_Degree"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1964003"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view"><img alt="Research paper thumbnail of Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view" class="work-thumbnail" src="https://attachments.academia-assets.com/28383258/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view">Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Sociologists of education rooted in social realism have for more than a decade argued that knowle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and pro- fessionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.<br />Keywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="29182df1989419ffea48f412d7b1f485" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":28383258,"asset_id":1964003,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1964003"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1964003"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1964003; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1964003]").text(description); $(".js-view-count[data-work-id=1964003]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1964003; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1964003']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1964003, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "29182df1989419ffea48f412d7b1f485" } } $('.js-work-strip[data-work-id=1964003]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1964003,"title":"Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view","translated_title":"","metadata":{"abstract":"Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and pro- fessionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.\nKeywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory"},"translated_abstract":"Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and pro- fessionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.\nKeywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory","internal_url":"https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view","translated_internal_url":"","created_at":"2012-09-24T02:39:01.172-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":28383258,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/28383258/thumbnails/1.jpg","file_name":"Shay_BJSE_2012.pdf","download_url":"https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Conceptualizing_curriculum_differentiati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/28383258/Shay_BJSE_2012-libre.pdf?1390874092=\u0026response-content-disposition=attachment%3B+filename%3DConceptualizing_curriculum_differentiati.pdf\u0026Expires=1733048588\u0026Signature=DWX55jumF7qkGhWoNBJ4QURQ815qpDeCBANU0R07PejwKOvqm1vt~hkDW8-wukZWpE3zGOKrJ-ltLsqTc-TdAzOqjx2TqCblx91ZBKvjV3Xz~VFFVaN~p56HwWeOFaT8Yof0udqPns~ye4pyQqo6VLWHfp6Y0G5EViYFB~5KatBGGQ9NK0n165dxlGc8CfJ5t8ouhOsYCubJKU6cYHpDiG9S1XKczJJhuZ0giQ4JN0-nM-Y3xkmiW9cou2Yn-1MsgymkIEBFZ8qbyWTVq4jyxlwMZqv8Hd5pZQnLNmEqwA9UVJeQhBLnT5fhUI~j2pMsfh4Zzq39oghQOdsxRx84Og__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view","translated_slug":"","page_count":21,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":28383258,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/28383258/thumbnails/1.jpg","file_name":"Shay_BJSE_2012.pdf","download_url":"https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Conceptualizing_curriculum_differentiati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/28383258/Shay_BJSE_2012-libre.pdf?1390874092=\u0026response-content-disposition=attachment%3B+filename%3DConceptualizing_curriculum_differentiati.pdf\u0026Expires=1733048588\u0026Signature=DWX55jumF7qkGhWoNBJ4QURQ815qpDeCBANU0R07PejwKOvqm1vt~hkDW8-wukZWpE3zGOKrJ-ltLsqTc-TdAzOqjx2TqCblx91ZBKvjV3Xz~VFFVaN~p56HwWeOFaT8Yof0udqPns~ye4pyQqo6VLWHfp6Y0G5EViYFB~5KatBGGQ9NK0n165dxlGc8CfJ5t8ouhOsYCubJKU6cYHpDiG9S1XKczJJhuZ0giQ4JN0-nM-Y3xkmiW9cou2Yn-1MsgymkIEBFZ8qbyWTVq4jyxlwMZqv8Hd5pZQnLNmEqwA9UVJeQhBLnT5fhUI~j2pMsfh4Zzq39oghQOdsxRx84Og__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":169370,"name":"Basil Bernstein","url":"https://www.academia.edu/Documents/in/Basil_Bernstein"},{"id":194810,"name":"Differentiation","url":"https://www.academia.edu/Documents/in/Differentiation"},{"id":235294,"name":"Knowledge types","url":"https://www.academia.edu/Documents/in/Knowledge_types"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11972709"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space"><img alt="Research paper thumbnail of Curriculum in higher education: A contested space" class="work-thumbnail" src="https://attachments.academia-assets.com/37324637/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space">Curriculum in higher education: A contested space</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Drawing on the theoretical and analytical tools from the sociology of education, in particular th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global<br />contexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the<br />undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different<br />logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.<br /><br />Keywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ce7828039f423d92439aca3ecb684da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37324637,"asset_id":11972709,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11972709"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11972709"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11972709; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11972709]").text(description); $(".js-view-count[data-work-id=11972709]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11972709; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11972709']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11972709, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8ce7828039f423d92439aca3ecb684da" } } $('.js-work-strip[data-work-id=11972709]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11972709,"title":"Curriculum in higher education: A contested space","translated_title":"","metadata":{"abstract":"Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global\ncontexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the\nundergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different\nlogics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.\n\nKeywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein"},"translated_abstract":"Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global\ncontexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the\nundergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different\nlogics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.\n\nKeywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein","internal_url":"https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space","translated_internal_url":"","created_at":"2015-04-16T07:20:52.280-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":37324637,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37324637/thumbnails/1.jpg","file_name":"Shay_2015.pdf","download_url":"https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_in_higher_education_A_contest.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37324637/Shay_2015-libre.pdf?1429193972=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_in_higher_education_A_contest.pdf\u0026Expires=1733048588\u0026Signature=Vi2SrAUUEEhpGZa6q1bVSNhs4HRWKVKHjvC90RFl3nrs0hsO5Is0rhK7p18QofugJECR8R5BuoDm5nMCKNZPF2CTqMjpmY1Kp7BzIHvHGVz7BZ-hBNg4FbjeqpZVXKulHPl3uzSXLqOR6XoyFio6O5F6ioxEs5O7Z8CBCOn09jk6FMEw9jtfkf7aTcG7-oeNy8ACAQRccwKQzIVN7nyqFSTstyR2K0l5dO1xm8Y7NzdgxE~JpEZ4am3lRPF1lci2~GbbwHU~YooGvu2He17hMVGicnx-ZeXX0YkOAAlAVYHa7CYueP4QTcVuAD~NjH7KOJoyZR9worZ9JnrewetT7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_in_higher_education_A_contested_space","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":37324637,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37324637/thumbnails/1.jpg","file_name":"Shay_2015.pdf","download_url":"https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_in_higher_education_A_contest.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37324637/Shay_2015-libre.pdf?1429193972=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_in_higher_education_A_contest.pdf\u0026Expires=1733048588\u0026Signature=Vi2SrAUUEEhpGZa6q1bVSNhs4HRWKVKHjvC90RFl3nrs0hsO5Is0rhK7p18QofugJECR8R5BuoDm5nMCKNZPF2CTqMjpmY1Kp7BzIHvHGVz7BZ-hBNg4FbjeqpZVXKulHPl3uzSXLqOR6XoyFio6O5F6ioxEs5O7Z8CBCOn09jk6FMEw9jtfkf7aTcG7-oeNy8ACAQRccwKQzIVN7nyqFSTstyR2K0l5dO1xm8Y7NzdgxE~JpEZ4am3lRPF1lci2~GbbwHU~YooGvu2He17hMVGicnx-ZeXX0YkOAAlAVYHa7CYueP4QTcVuAD~NjH7KOJoyZR9worZ9JnrewetT7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":25021,"name":"Hong Kong","url":"https://www.academia.edu/Documents/in/Hong_Kong"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":169370,"name":"Basil Bernstein","url":"https://www.academia.edu/Documents/in/Basil_Bernstein"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18987303"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa"><img alt="Research paper thumbnail of A curriculum framework for flexible engineering degrees in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/40367787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa">A curriculum framework for flexible engineering degrees in South Africa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/BrandonCollierReed">Brandon Collier-Reed</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">South Africa produces too few engineers to meet its development needs. The number of graduating e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13a5db70df0e032ed4de036806d4333b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40367787,"asset_id":18987303,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18987303"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18987303"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18987303; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18987303]").text(description); $(".js-view-count[data-work-id=18987303]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18987303; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18987303']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18987303, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13a5db70df0e032ed4de036806d4333b" } } $('.js-work-strip[data-work-id=18987303]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18987303,"title":"A curriculum framework for flexible engineering degrees in South Africa","translated_title":"","metadata":{"abstract":"South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree."},"translated_abstract":"South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree.","internal_url":"https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa","translated_internal_url":"","created_at":"2015-11-25T06:33:08.749-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":22643,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":10889817,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":null,"co_author_invite_id":2540237,"email":"d***n@up.ac.za","display_order":0,"name":"Diane Grayson","title":"A curriculum framework for flexible engineering degrees in South Africa"},{"id":10889818,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":9756123,"co_author_invite_id":null,"email":"h***e@uct.ac.za","affiliation":"University of Cape Town","display_order":4194304,"name":"Howard Pearce","title":"A curriculum framework for flexible engineering degrees in South Africa"},{"id":10889819,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":1239871,"co_author_invite_id":null,"email":"s***y@uct.ac.za","affiliation":"University of Cape Town","display_order":6291456,"name":"Suellen Shay","title":"A curriculum framework for flexible engineering degrees in South Africa"}],"downloadable_attachments":[{"id":40367787,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/40367787/thumbnails/1.jpg","file_name":"Scotland_Innovation_in_Higher_Education_paper_June_2013.docx","download_url":"https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_curriculum_framework_for_flexible_engi.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40367787/Scotland_Innovation_in_Higher_Education_paper_June_2013.docx?1448462049=\u0026response-content-disposition=attachment%3B+filename%3DA_curriculum_framework_for_flexible_engi.docx\u0026Expires=1733048588\u0026Signature=a~V6SCIXaRh-qmEslqFbyerFu-C3t2F1J3Rv5vYsNieLm6ts0UFPKZCoMj8Tk~oQnMJHXaZqG8BG4kBX5CUsDERK9hl6dT1wX8PPBHaWSg7Jz5ZWExwcydrIu93pYtXnpTbJC9vj8V6aX517rA4byHSDgCdJf1K1O9raag75fGD6XK-aLn07tTpB~VPS~Kdg31yqARyP6~uYhyW3yyB~71vjd2Qv5a7M7bmMXnym92WLxajGQS5mA86N4KWU9Z557qk4eqEF1NsKayQnfUIwWP6GaCIIFvNT8qzJ-v4fBCAoUxrirsHV8uKS3ELAieOQsri~FAlJpqR4LxOsqg--lw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":22643,"first_name":"Brandon","middle_initials":null,"last_name":"Collier-Reed","page_name":"BrandonCollierReed","domain_name":"uct","created_at":"2008-12-11T04:26:51.720-08:00","display_name":"Brandon Collier-Reed","url":"https://uct.academia.edu/BrandonCollierReed"},"attachments":[{"id":40367787,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/40367787/thumbnails/1.jpg","file_name":"Scotland_Innovation_in_Higher_Education_paper_June_2013.docx","download_url":"https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_curriculum_framework_for_flexible_engi.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40367787/Scotland_Innovation_in_Higher_Education_paper_June_2013.docx?1448462049=\u0026response-content-disposition=attachment%3B+filename%3DA_curriculum_framework_for_flexible_engi.docx\u0026Expires=1733048588\u0026Signature=a~V6SCIXaRh-qmEslqFbyerFu-C3t2F1J3Rv5vYsNieLm6ts0UFPKZCoMj8Tk~oQnMJHXaZqG8BG4kBX5CUsDERK9hl6dT1wX8PPBHaWSg7Jz5ZWExwcydrIu93pYtXnpTbJC9vj8V6aX517rA4byHSDgCdJf1K1O9raag75fGD6XK-aLn07tTpB~VPS~Kdg31yqARyP6~uYhyW3yyB~71vjd2Qv5a7M7bmMXnym92WLxajGQS5mA86N4KWU9Z557qk4eqEF1NsKayQnfUIwWP6GaCIIFvNT8qzJ-v4fBCAoUxrirsHV8uKS3ELAieOQsri~FAlJpqR4LxOsqg--lw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman & Littlefield Publishers Inc., Lanham, 2000) refers to this<br />‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or<br />preparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in<br />curriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.<br />The paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum<br />reform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1310a735f8f524baa9cf8c34c0fc59b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38230142,"asset_id":14191753,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14191753"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14191753"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14191753; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14191753]").text(description); $(".js-view-count[data-work-id=14191753]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14191753; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14191753']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14191753, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1310a735f8f524baa9cf8c34c0fc59b" } } $('.js-work-strip[data-work-id=14191753]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14191753,"title":"Curriculum at the Boundaries ","translated_title":"","metadata":{"abstract":"Abstract The growing demands on higher education have placed an unprecedented external pull on universities. Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman \u0026 Littlefield Publishers Inc., Lanham, 2000) refers to this\n‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or\npreparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in\ncurriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.\nThe paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum\nreform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.\n","ai_title_tag":"Understanding Curriculum Contestation in Higher Education"},"translated_abstract":"Abstract The growing demands on higher education have placed an unprecedented external pull on universities. Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman \u0026 Littlefield Publishers Inc., Lanham, 2000) refers to this\n‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or\npreparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in\ncurriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.\nThe paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum\nreform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.\n","internal_url":"https://www.academia.edu/14191753/Curriculum_at_the_Boundaries","translated_internal_url":"","created_at":"2015-07-19T10:53:57.196-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":38230142,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38230142/thumbnails/1.jpg","file_name":"Shay_2015_HE.pdf","download_url":"https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_at_the_Boundaries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38230142/Shay_2015_HE-libre.pdf?1437328376=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_at_the_Boundaries.pdf\u0026Expires=1733048588\u0026Signature=VmahTCgGSOkRvuCMJ0RqeULfU~fS~Q3PcTW~1ov38C713luaLr54~TyhomYPw3wfqZa9BpB8s-B3uglhLkoULzj8du6Fz-iP7dzQQmdErYyjst7Hoi3s0hBfIkHSjE2RYOt-3iq14~POAnbLVEnTP4s2tQRB9IWrld3KlY4no98BnnFEJKcqE-szwLcj2oSZFv1Ugz75vvLgg2bX5m-v6oOivsRyi4~mnq74c47nj-mVoL-8j6SIdfebLsrwOPsPiZ6Vd5lEZMQXSuer0SKuq3b71rU6KxbBQUnr5R9kH6U5cSZd5P~DHpXoo2f92B1EGRlfM265yfWLDqXcNDQjzg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_at_the_Boundaries","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":38230142,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38230142/thumbnails/1.jpg","file_name":"Shay_2015_HE.pdf","download_url":"https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_at_the_Boundaries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38230142/Shay_2015_HE-libre.pdf?1437328376=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_at_the_Boundaries.pdf\u0026Expires=1733048588\u0026Signature=VmahTCgGSOkRvuCMJ0RqeULfU~fS~Q3PcTW~1ov38C713luaLr54~TyhomYPw3wfqZa9BpB8s-B3uglhLkoULzj8du6Fz-iP7dzQQmdErYyjst7Hoi3s0hBfIkHSjE2RYOt-3iq14~POAnbLVEnTP4s2tQRB9IWrld3KlY4no98BnnFEJKcqE-szwLcj2oSZFv1Ugz75vvLgg2bX5m-v6oOivsRyi4~mnq74c47nj-mVoL-8j6SIdfebLsrwOPsPiZ6Vd5lEZMQXSuer0SKuq3b71rU6KxbBQUnr5R9kH6U5cSZd5P~DHpXoo2f92B1EGRlfM265yfWLDqXcNDQjzg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":788739,"name":"Cape Peninsula University of Technology","url":"https://www.academia.edu/Documents/in/Cape_Peninsula_University_of_Technology"}],"urls":[]}, dispatcherData: dispatcherData }); 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Much of the contestation around curriculum occurs against the backdrop of global concerns about a general failure of higher education evidenced in poor articulation between the school and university, poor completion rates, the performance gap between privileged and under-privileged, under-employed graduates, and the general failure of higher education to meet the needs of the knowledge society. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3857032"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3857032/Enabling_knowledge_progression_in_vocational_curricula_Design_as_a_case_study"><img alt="Research paper thumbnail of Enabling knowledge progression in vocational curricula: Design as a case study " class="work-thumbnail" src="https://attachments.academia-assets.com/31776373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3857032/Enabling_knowledge_progression_in_vocational_curricula_Design_as_a_case_study">Enabling knowledge progression in vocational curricula: Design as a case study </a></div><div class="wp-workCard_item"><span>Shay, S. & Steyn (forthcoming) Enabling knowledge progression in vocational curricula: Design as a case study. In Maton, K., Hood, S., Shay, S. (editors) Knowledge-building: Educational Studies in Legitimation Code Theory. Routledge. </span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. The paper concludes by drawing on the design case for a set of principles which can inform the progression of knowledge in vocational curricula more generally.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a96e6ecceafc3dab1c17a5286bb502b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31776373,"asset_id":3857032,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31776373/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3857032"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3857032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3857032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3857032]").text(description); $(".js-view-count[data-work-id=3857032]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3857032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3857032']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3857032, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5a96e6ecceafc3dab1c17a5286bb502b" } } $('.js-work-strip[data-work-id=3857032]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3857032,"title":"Enabling knowledge progression in vocational curricula: Design as a case study ","translated_title":"","metadata":{"abstract":"The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. The paper concludes by drawing on the design case for a set of principles which can inform the progression of knowledge in vocational curricula more generally. \r\n","publication_name":"Shay, S. \u0026 Steyn (forthcoming) Enabling knowledge progression in vocational curricula: Design as a case study. In Maton, K., Hood, S., Shay, S. (editors) Knowledge-building: Educational Studies in Legitimation Code Theory. Routledge. "},"translated_abstract":"The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. 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Departments: Faculty of Arts &amp; Social Sciences &gt; Educational Research. ID Code: 27324....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Departments: Faculty of Arts &amp; Social Sciences &gt; Educational Research. ID Code: 27324. Deposited By: Dr Paul Ashwin. Deposited On: 19 Oct 2009 09:02. Refereed?: Yes. Published?: Published. 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The proposal argues that essential to the success of this reform and its goal of improving student success is how the structure enables a different kind of curriculum. This paper argues that what is fundamentally different about the flexible curriculum structure is that it must enable epistemic access and development. Drawing on the sociology of knowledge, the notion of ‘epistemic access’ is elaborated to conceptualize some of the key conditions of such an enabling curriculum structure. The paper then moves to discuss what a curriculum structure which enables epistemic access and development might look like. This is described at the level of general and qualification specific principles. The analysis reveals how knowledge domains differences (for example, science vs. humanities) and the qualification type differences (formative vs. professional degrees vs. vocational) will require different curriculum models for enabling epistemic access.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d809bb536559cac03893f81ac8d344ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38425012,"asset_id":14784411,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38425012/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14784411"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14784411"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14784411; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14784411]").text(description); $(".js-view-count[data-work-id=14784411]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14784411; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14784411']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14784411, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d809bb536559cac03893f81ac8d344ab" } } $('.js-work-strip[data-work-id=14784411]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14784411,"title":"The Flexible Degree: More time for what?","translated_title":"","metadata":{"abstract":"In 2013 the Council of Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as four-year Bachelor’s degrees be extended by one year with an additional 120 credits. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="186066" id="papers"><div class="js-work-strip profile--work_container" data-work-id="39427395"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39427395/Shay_and_Mkhize"><img alt="Research paper thumbnail of Shay & Mkhize" class="work-thumbnail" src="https://attachments.academia-assets.com/59572793/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39427395/Shay_and_Mkhize">Shay & Mkhize</a></div><div class="wp-workCard_item"><span>Curriculum Tranformation: Looking Back and looking forward</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Educati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Education and the Public Good Edited by Ashwin and J. Case.  The focus of this chapter is on curriculum -- what have we learned in SA about attempts to reform curricula in order to address what we know to be unjust and unequal differentiation of the student experience?  Whole book available free download from African Minds.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc476e00436a190d00b4d359690a5684" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59572793,"asset_id":39427395,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59572793/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39427395"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39427395"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39427395; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39427395]").text(description); $(".js-view-count[data-work-id=39427395]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39427395; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39427395']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39427395, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc476e00436a190d00b4d359690a5684" } } $('.js-work-strip[data-work-id=39427395]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39427395,"title":"Shay \u0026 Mkhize","translated_title":"","metadata":{"abstract":"THis is a chapter in a book called Higher Education Pathways: South African Undergraduate Education and the Public Good Edited by Ashwin and J. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37592502"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/37592502/Rethinking_university_rankings_we_need_to_talk_about_quality_and_inequality_of_teaching"><img alt="Research paper thumbnail of Rethinking university rankings: we need to talk about quality and inequality of teaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/37592502/Rethinking_university_rankings_we_need_to_talk_about_quality_and_inequality_of_teaching">Rethinking university rankings: we need to talk about quality and inequality of teaching</a></div><div class="wp-workCard_item"><span>The Conversation </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37592502"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37592502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37592502; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35357633"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa"><img alt="Research paper thumbnail of Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/55217892/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa">Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what di...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? How did it affect higher education and national government? Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ab4f9746d10c63beccc0620f279284c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55217892,"asset_id":35357633,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35357633"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35357633"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35357633; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35357633]").text(description); $(".js-view-count[data-work-id=35357633]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35357633; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35357633']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35357633, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5ab4f9746d10c63beccc0620f279284c" } } $('.js-work-strip[data-work-id=35357633]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35357633,"title":"Book Review: Booysen, Susan (ed) (2015) Fees must fall: Student revolt, decolonization and governance in South Africa","translated_title":"","metadata":{"abstract":"Susan Booysen, author and editor, of Fees must fall sets out to answer the key questions: what did the student revolt of late 2015 to mid-2016 mean for governance in South Africa? 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Booysen states clearly that the answers to these questions “depend on the lenses worn and the directed angle” but she argues in conclusion that “from whichever angle it is approached …. it is evident that governance in South Africa and its higher education institutions has been irrevocably altered” (p 310). The challenge which this review takes up is to cross-examine this conclusion not from hindsight but by drawing on various viewpoints within the book.","internal_url":"https://www.academia.edu/35357633/Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa","translated_internal_url":"","created_at":"2017-12-06T06:52:06.382-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":55217892,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55217892/thumbnails/1.jpg","file_name":"Shay__2017.pdf","download_url":"https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Book_Review_Booysen_Susan_ed_2015_Fees_m.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55217892/Shay__2017-libre.pdf?1512574960=\u0026response-content-disposition=attachment%3B+filename%3DBook_Review_Booysen_Susan_ed_2015_Fees_m.pdf\u0026Expires=1733048587\u0026Signature=gwfCqAaiCwQPin3I231PgHy9opPHV8RauYeCvdH4iC6NvM27Stip9IS-k2~jrdYkm5hBv76wm4A2G3s1CT8mtJrj-iJUFkujC78d1JXjPWAxruSeQNRTEd8aV8Wm-gI0jyNHsLPPM0BdFf5VtvILCKlNS5SilBbDXWzUpPlgeGGG9f8EhjN5jgJ7IUgQKGdxAS~c5tKMLftNR0auARSQ5x-nueJCjzsoCz3ZGyeNEL3HMyQRJevckZvmPmNEpoiFuFuW3HA-QtsNdP0Ips0HtjlI8xBkux9zY00wDm6wNqh0A9MrM5fmNSl5Jrhg3ofpYrl14xqlKrZCSuE07IOhgQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Book_Review_Booysen_Susan_ed_2015_Fees_must_fall_Student_revolt_decolonization_and_governance_in_South_Africa","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":55217892,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55217892/thumbnails/1.jpg","file_name":"Shay__2017.pdf","download_url":"https://www.academia.edu/attachments/55217892/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Book_Review_Booysen_Susan_ed_2015_Fees_m.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55217892/Shay__2017-libre.pdf?1512574960=\u0026response-content-disposition=attachment%3B+filename%3DBook_Review_Booysen_Susan_ed_2015_Fees_m.pdf\u0026Expires=1733048587\u0026Signature=gwfCqAaiCwQPin3I231PgHy9opPHV8RauYeCvdH4iC6NvM27Stip9IS-k2~jrdYkm5hBv76wm4A2G3s1CT8mtJrj-iJUFkujC78d1JXjPWAxruSeQNRTEd8aV8Wm-gI0jyNHsLPPM0BdFf5VtvILCKlNS5SilBbDXWzUpPlgeGGG9f8EhjN5jgJ7IUgQKGdxAS~c5tKMLftNR0auARSQ5x-nueJCjzsoCz3ZGyeNEL3HMyQRJevckZvmPmNEpoiFuFuW3HA-QtsNdP0Ips0HtjlI8xBkux9zY00wDm6wNqh0A9MrM5fmNSl5Jrhg3ofpYrl14xqlKrZCSuE07IOhgQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":184735,"name":"Student protests","url":"https://www.academia.edu/Documents/in/Student_protests"},{"id":396204,"name":"Governance and Policy in Higher Education","url":"https://www.academia.edu/Documents/in/Governance_and_Policy_in_Higher_Education"},{"id":1180661,"name":"FMF","url":"https://www.academia.edu/Documents/in/FMF"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34055350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach"><img alt="Research paper thumbnail of Reframing the curriculum: a transformative approach" class="work-thumbnail" src="https://attachments.academia-assets.com/53993044/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach">Reframing the curriculum: a transformative approach</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While acknowledging higher education’s complicity in inequality, the premise of this paper is tha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While acknowledging higher education’s complicity in inequality,<br />the premise of this paper is that curriculum transformation can be<br />one means of challenging and dismantling structural injustices<br />towards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore<br />what this transformation requires. The framework is used to critique<br />a particular case of curriculum intervention, Education<br />Development in South Africa. In Fraser’s terms, the interventions<br />have been largely affirmative, not transformative. In addition, they<br />have focused on only the first dimension of justice, redistribution,<br />and have generally failed to attend to misrecognition and representation.<br />Overall, we argue that the responses of higher education<br />institutions in South Africa to the challenges of a globalised,<br />pluralist world have been affirmative, not transformative. A transformative<br />approach demands a ‘reframing’ of the curriculum. This<br />involves adjusting the scale of the problem, interrogating assumptions<br />informing the norms of the curriculum, questioning current<br />boundaries between ‘mainstream’ and ‘other’ students and<br />reviewing the fitness of the curriculum for a pluralist society. The<br />paper concludes with recommendations for what such a reframing<br />of the curriculum might entail.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2aa074e484b0ebb79b447fb4433e5775" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53993044,"asset_id":34055350,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34055350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34055350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34055350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34055350]").text(description); $(".js-view-count[data-work-id=34055350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34055350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34055350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34055350, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2aa074e484b0ebb79b447fb4433e5775" } } $('.js-work-strip[data-work-id=34055350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34055350,"title":"Reframing the curriculum: a transformative approach","translated_title":"","metadata":{"abstract":"While acknowledging higher education’s complicity in inequality,\nthe premise of this paper is that curriculum transformation can be\none means of challenging and dismantling structural injustices\ntowards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore\nwhat this transformation requires. The framework is used to critique\na particular case of curriculum intervention, Education\nDevelopment in South Africa. In Fraser’s terms, the interventions\nhave been largely affirmative, not transformative. In addition, they\nhave focused on only the first dimension of justice, redistribution,\nand have generally failed to attend to misrecognition and representation.\nOverall, we argue that the responses of higher education\ninstitutions in South Africa to the challenges of a globalised,\npluralist world have been affirmative, not transformative. A transformative\napproach demands a ‘reframing’ of the curriculum. This\ninvolves adjusting the scale of the problem, interrogating assumptions\ninforming the norms of the curriculum, questioning current\nboundaries between ‘mainstream’ and ‘other’ students and\nreviewing the fitness of the curriculum for a pluralist society. The\npaper concludes with recommendations for what such a reframing\nof the curriculum might entail."},"translated_abstract":"While acknowledging higher education’s complicity in inequality,\nthe premise of this paper is that curriculum transformation can be\none means of challenging and dismantling structural injustices\ntowards the goal of equity of access and outcomes. Fraser’s multidimensional framework for social justice is drawn upon to explore\nwhat this transformation requires. The framework is used to critique\na particular case of curriculum intervention, Education\nDevelopment in South Africa. In Fraser’s terms, the interventions\nhave been largely affirmative, not transformative. In addition, they\nhave focused on only the first dimension of justice, redistribution,\nand have generally failed to attend to misrecognition and representation.\nOverall, we argue that the responses of higher education\ninstitutions in South Africa to the challenges of a globalised,\npluralist world have been affirmative, not transformative. A transformative\napproach demands a ‘reframing’ of the curriculum. This\ninvolves adjusting the scale of the problem, interrogating assumptions\ninforming the norms of the curriculum, questioning current\nboundaries between ‘mainstream’ and ‘other’ students and\nreviewing the fitness of the curriculum for a pluralist society. The\npaper concludes with recommendations for what such a reframing\nof the curriculum might entail.","internal_url":"https://www.academia.edu/34055350/Reframing_the_curriculum_a_transformative_approach","translated_internal_url":"","created_at":"2017-07-27T11:29:49.838-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29874073,"work_id":34055350,"tagging_user_id":1239871,"tagged_user_id":13109967,"co_author_invite_id":null,"email":"k***9@gmail.com","affiliation":"University of Cape Town","display_order":1,"name":"kathy luckett","title":"Reframing the curriculum: a transformative approach"}],"downloadable_attachments":[{"id":53993044,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53993044/thumbnails/1.jpg","file_name":"Reframing_the_curriculum_a_transformative_approach.pdf","download_url":"https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_curriculum_a_transformativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53993044/Reframing_the_curriculum_a_transformative_approach-libre.pdf?1501180618=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_curriculum_a_transformativ.pdf\u0026Expires=1733048587\u0026Signature=c2O6NHOWHNLI54ib-d3vBxVuPkm45aTB~G0RJi6aFMAooCQAKxCx1fyzKU4RiRBS9ZCjVlS6EaMeoWZfUCLYLDlgm3i-jyFasrUQpa~kUbyRVHLfVFwg8dWWO2xDce62JbCN8uGlMcJbNehdCvTVmim-GK23PFqUV0d6xrFSsjJ~JMGUKWtj73WEhNK0f-AfBAdvxPwyp0XXUpRHop4MUpwkHS1gAKEKiXjYYv6wBI-l8fMvrHnXdyzo8OqyYN7GN2OHdLrj6IScHJVcQ0eH21WwgTKr5Q2~6tUjWNbzi0rFEGVgjt8vS5QL4aIk3hZCca94HNWM615f0lOWZPk2~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reframing_the_curriculum_a_transformative_approach","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":53993044,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53993044/thumbnails/1.jpg","file_name":"Reframing_the_curriculum_a_transformative_approach.pdf","download_url":"https://www.academia.edu/attachments/53993044/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_curriculum_a_transformativ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53993044/Reframing_the_curriculum_a_transformative_approach-libre.pdf?1501180618=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_curriculum_a_transformativ.pdf\u0026Expires=1733048587\u0026Signature=c2O6NHOWHNLI54ib-d3vBxVuPkm45aTB~G0RJi6aFMAooCQAKxCx1fyzKU4RiRBS9ZCjVlS6EaMeoWZfUCLYLDlgm3i-jyFasrUQpa~kUbyRVHLfVFwg8dWWO2xDce62JbCN8uGlMcJbNehdCvTVmim-GK23PFqUV0d6xrFSsjJ~JMGUKWtj73WEhNK0f-AfBAdvxPwyp0XXUpRHop4MUpwkHS1gAKEKiXjYYv6wBI-l8fMvrHnXdyzo8OqyYN7GN2OHdLrj6IScHJVcQ0eH21WwgTKr5Q2~6tUjWNbzi0rFEGVgjt8vS5QL4aIk3hZCca94HNWM615f0lOWZPk2~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":78085,"name":"Nancy Fraser","url":"https://www.academia.edu/Documents/in/Nancy_Fraser"},{"id":2548231,"name":"Transformative Curriculum","url":"https://www.academia.edu/Documents/in/Transformative_Curriculum"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33500946"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33500946/Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices"><img alt="Research paper thumbnail of Educational investment towards the ideal future: South Africa's strategic choices" class="work-thumbnail" src="https://attachments.academia-assets.com/53539837/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33500946/Educational_investment_towards_the_ideal_future_South_Africas_strategic_choices">Educational investment towards the ideal future: South Africa's strategic choices</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">None Although there has been rapid expansion of higher education around the globe, such expansion...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">None Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99b30a0b53ac4f7ea6e3855ca0d310ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53539837,"asset_id":33500946,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53539837/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33500946"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33500946"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33500946; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33500946]").text(description); $(".js-view-count[data-work-id=33500946]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33500946; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33500946']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33500946, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "99b30a0b53ac4f7ea6e3855ca0d310ce" } } $('.js-work-strip[data-work-id=33500946]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33500946,"title":"Educational investment towards the ideal future: South Africa's strategic choices","translated_title":"","metadata":{"abstract":"None Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31235373"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31235373/Rethinking_curriculum_pdf"><img alt="Research paper thumbnail of Rethinking curriculum .pdf" class="work-thumbnail" src="https://attachments.academia-assets.com/51644204/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31235373/Rethinking_curriculum_pdf">Rethinking curriculum .pdf</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Opinion piece written for the M&G in response to the the State's new proposed financial aid schem...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Opinion piece written for the M&G in response to the the State's new proposed financial aid scheme. Main argument being that we need a twin investment of  financial aid and improvement in the curriculum if we are to achieve equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c82354b8631afdef15c5f627019d3cbd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51644204,"asset_id":31235373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51644204/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31235373"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31235373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31235373; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31235373]").text(description); $(".js-view-count[data-work-id=31235373]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31235373; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31235373']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31235373, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c82354b8631afdef15c5f627019d3cbd" } } $('.js-work-strip[data-work-id=31235373]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31235373,"title":"Rethinking curriculum .pdf","translated_title":"","metadata":{"abstract":"Opinion piece written for the M\u0026G in response to the the State's new proposed financial aid scheme. 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Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more 'fit for purpose'. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for 'breadth' for all students, not only those who come from privileged backgrounds. Significance: • If South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9cc8a8d397c652e41f0c242a694f9e5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51569287,"asset_id":31135330,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51569287/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31135330"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31135330"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31135330; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31135330]").text(description); $(".js-view-count[data-work-id=31135330]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31135330; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31135330']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31135330, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9cc8a8d397c652e41f0c242a694f9e5c" } } $('.js-work-strip[data-work-id=31135330]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31135330,"title":"Educational investment towards the ideal future: South Africa's strategic choices","translated_title":"","metadata":{"abstract":"Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as 'parity of participation' and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa's equity challenges with those of Brazil and the USA. Focusing on South Africa's critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa's higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="26215461"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what"><img alt="Research paper thumbnail of Curriculum reform in South Africa: more time for what" class="work-thumbnail" src="https://attachments.academia-assets.com/46535096/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what">Curriculum reform in South Africa: more time for what</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://sun.academia.edu/KarinWolff">Karin E Wolff</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa'...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa's undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor's degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a 'new generation' of extended curricula.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da8d9bdac2209347030fbeeb086eccc4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46535096,"asset_id":26215461,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26215461"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26215461"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26215461; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26215461]").text(description); $(".js-view-count[data-work-id=26215461]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26215461; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26215461']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26215461, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da8d9bdac2209347030fbeeb086eccc4" } } $('.js-work-strip[data-work-id=26215461]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26215461,"title":"Curriculum reform in South Africa: more time for what","translated_title":"","metadata":{"abstract":"In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa's undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor's degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. 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Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a 'new generation' of extended curricula.","internal_url":"https://www.academia.edu/26215461/Curriculum_reform_in_South_Africa_more_time_for_what","translated_internal_url":"","created_at":"2016-06-16T04:26:21.401-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7116784,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21383490,"work_id":26215461,"tagging_user_id":7116784,"tagged_user_id":1239871,"co_author_invite_id":null,"email":"s***y@uct.ac.za","affiliation":"University of Cape Town","display_order":0,"name":"Suellen Shay","title":"Curriculum reform in South Africa: more time for what"},{"id":21383491,"work_id":26215461,"tagging_user_id":7116784,"tagged_user_id":33838230,"co_author_invite_id":null,"email":"j***c@uj.ac.za","display_order":4194304,"name":"Jenny Clarence-Fincham","title":"Curriculum reform in South Africa: more time for what"}],"downloadable_attachments":[{"id":46535096,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46535096/thumbnails/1.jpg","file_name":"Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA.pdf","download_url":"https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_reform_in_South_Africa_more_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46535096/Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA-libre.pdf?1466076665=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_reform_in_South_Africa_more_t.pdf\u0026Expires=1733048588\u0026Signature=gwxbqmqqk5nsBn4Z8nGsNeTxwpzH-sYmsVHL8Xfmn1Ha9E2XsggKQghpoMUS1gN0sRWPrVvoMDyAit8y6AUtQ1gK721XLH8IGbS5MmprAJ7RSjgoQfkZ4XXYtAPbTpI2A1nw~YJzc3YTVHQwcTnC55AgTQ5fMsPhNUtqzb2NWl3MMmEwryu74cMeyw6XQ1lVJcfHYlN1jtugjX8s-r1MJSgeCcSnQ1QGa2O01lPU4~Phl4RM-VK8D5lw4BVALkrdivGTyx9TFY0SwOyigtH1EpkwD66q~-sUthdmHM74Rnt5HvGa-nHy11O9d-jSC2Uc7BK5OC0pRYV7mBH9rtWrxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_reform_in_South_Africa_more_time_for_what","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":7116784,"first_name":"Karin","middle_initials":"E","last_name":"Wolff","page_name":"KarinWolff","domain_name":"sun","created_at":"2013-11-25T15:32:25.034-08:00","display_name":"Karin E Wolff","url":"https://sun.academia.edu/KarinWolff"},"attachments":[{"id":46535096,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/46535096/thumbnails/1.jpg","file_name":"Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA.pdf","download_url":"https://www.academia.edu/attachments/46535096/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_reform_in_South_Africa_more_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/46535096/Shay_Wolff_ClarenceFincham_2016_CurriculumReformSA-libre.pdf?1466076665=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_reform_in_South_Africa_more_t.pdf\u0026Expires=1733048588\u0026Signature=gwxbqmqqk5nsBn4Z8nGsNeTxwpzH-sYmsVHL8Xfmn1Ha9E2XsggKQghpoMUS1gN0sRWPrVvoMDyAit8y6AUtQ1gK721XLH8IGbS5MmprAJ7RSjgoQfkZ4XXYtAPbTpI2A1nw~YJzc3YTVHQwcTnC55AgTQ5fMsPhNUtqzb2NWl3MMmEwryu74cMeyw6XQ1lVJcfHYlN1jtugjX8s-r1MJSgeCcSnQ1QGa2O01lPU4~Phl4RM-VK8D5lw4BVALkrdivGTyx9TFY0SwOyigtH1EpkwD66q~-sUthdmHM74Rnt5HvGa-nHy11O9d-jSC2Uc7BK5OC0pRYV7mBH9rtWrxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4857,"name":"Knowledge Structures","url":"https://www.academia.edu/Documents/in/Knowledge_Structures"},{"id":176987,"name":"Epistemological access","url":"https://www.academia.edu/Documents/in/Epistemological_access"},{"id":412693,"name":"Higher Education Transformation","url":"https://www.academia.edu/Documents/in/Higher_Education_Transformation"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"},{"id":858637,"name":"Extended Curriculum Programmes","url":"https://www.academia.edu/Documents/in/Extended_Curriculum_Programmes"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="25232128"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1"><img alt="Research paper thumbnail of New Generation Extended Curriculum May 2016 1" class="work-thumbnail" src="https://attachments.academia-assets.com/45539745/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1">New Generation Extended Curriculum May 2016 1</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://sun.academia.edu/KarinWolff">Karin E Wolff</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive Summary In August 2013 the Council for Higher Education (CHE) released “A proposal fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive Summary  <br />In August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes.  The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. <br />In 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. <br />The first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa?  Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:<br />• Foundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. <br />• Epistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. <br />• Enhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. <br />• Enrichment: there is the necessity for ‘curriculum enrichment through key literacies’. <br />The study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones.  <br />The second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:<br />• The curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. <br />• The curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. <br />• There are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. <br />The findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success.  These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. <br />The findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. <br />In summary we recommend the following: <br />• Extended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. <br />• The revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. <br />• Placement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. <br />• Developmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. <br />In conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2c43af03bcfdaaa7e4a6dc209fc50e1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45539745,"asset_id":25232128,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25232128"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25232128"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25232128; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25232128]").text(description); $(".js-view-count[data-work-id=25232128]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25232128; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25232128']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25232128, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2c43af03bcfdaaa7e4a6dc209fc50e1e" } } $('.js-work-strip[data-work-id=25232128]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25232128,"title":"New Generation Extended Curriculum May 2016 1","translated_title":"","metadata":{"abstract":"Executive Summary \nIn August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes. The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. \nIn 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. \nThe first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa? Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:\n•\tFoundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. \n•\tEpistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. \n•\tEnhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. \n•\tEnrichment: there is the necessity for ‘curriculum enrichment through key literacies’. \nThe study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones. \nThe second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:\n•\tThe curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. \n•\tThe curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. \n•\tThere are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. \nThe findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success. These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. \nThe findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. \nIn summary we recommend the following: \n•\tExtended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. \n•\tThe revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. \n•\tPlacement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. \n•\tDevelopmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. \nIn conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.\n\n"},"translated_abstract":"Executive Summary \nIn August 2013 the Council for Higher Education (CHE) released “A proposal for undergraduate curriculum reform in South Africa: A case for a flexible curriculum structure” (CHE, 2013). The argument was that the current curriculum structures pose a systemic obstacle to access and success that can only be overcome through deliberate intervention at a systemic level. Until such time as the proposal is approved, higher education in South Africa finds itself in the precarious position of ambitious targets for growth in enrolments and graduation rates but without a systemic plan for how these targets will be achieved. The DHET is committed to a range of strategies for improving student success. One of its key strategies is increased investment in ear-marked funding for extended curriculum programmes, also known as foundation programmes. The question however is, will these extended curriculum programmes as they are currently being implemented enable the systemic reform required? The CHE proposal argued that despite some successes the existing Foundation Programmes will not achieve the scale of reform required. This is not only a matter of scale but also the poor completion rates of the majority of these programmes point to existing inefficiency. In its own analysis of the 2000-2008 cohorts DHET (2016) notes significant improvement in first year attrition rates which may in part be as a result of Foundation Programmes. They concede, however, that this has not resulted in the necessary improvement in graduation rates; with nearly half of those enrolled failing to complete within 5 years’ time. \nIn 2014 a multi-institutional research and development project was launched -- funded by the DHET Collaborative TDG -- with the aim of understanding the strengths, limitations and overall effectiveness of the current extended (EXT) curriculum programmes, and what reform is required to strengthen the contribution of these programmes to systemic reform. Across four universities, a total of nine extended curriculum programmes from faculties of Engineering, Science, Commerce and Humanities were investigated. \nThe first key question of the study is, what are the key principles that need to inform undergraduate curriculum reform in South Africa? Drawing on the CHE (2013) Flexible Degree Proposal (FDP) the research findings propose that in order to address key structural problems, the following curriculum reform principles need to apply:\n•\tFoundation provision: at the entry level there is a recognition that serious knowledge gaps need to be filled given problematic curricular assumptions about students’ prior knowledge. \n•\tEpistemic transitions: there is further acknowledgment that addressing the entry-level gaps will not suffice; there is a need to scaffold students’ epistemic development beyond foundation provision. \n•\tEnhancement: there is a need for a structure that enables greater ‘breadth’ of exposure in order to produce graduates for the contemporary world. \n•\tEnrichment: there is the necessity for ‘curriculum enrichment through key literacies’. \nThe study further illuminates how these general principles will vary across knowledge domains, qualification types and institutional contexts. In other words, there is no ‘one-size-fits-all’ reform template. Epistemic access and development in the sciences is different to that of the humanities, and that of the formative qualifications is different to that of the professional ones. \nThe second key question is, to what extent are the curriculum reform principles of the FDP currently being implemented in existing extended (EXT) curriculum programmes. Drawing on the four institutional case studies, the findings are:\n•\tThe curriculum principle of foundational provision is being achieved. Furthermore, the Year 1 to 2 progression data suggests that the majority of the EXT programmes are successfully supporting students through to their second academic year. It is noteworthy that with the exception of two programmes, the Year 1 to 2 progression of EXT cohort is better than the mainstream (MS). This suggests that decades of investment in foundational provision have made a significant contribution to retention and progression into second academic year of study for those students on extended programmes who face significant obstacles in terms of academic, financial and psycho-social preparedness for university study. \n•\tThe curriculum principles of epistemic transitions, enhancement and enrichment are not being fully implemented in the majority of the EXT programmes. In other words, the developmental support of the EXT programmes ceases at the end of foundation provision. The average cohort completion data (N=4 years for EXT) is 22% in contrast to 30% for MS. The average cohort completion data (N+3=7 years for EXT) is 47% compared to 59% for MS. This suggests that the investment and resulting positive gains of the foundation provision are wasted for more than half of the students on these programmes. \n•\tThere are four notable exceptions of EXT programmes where all of the principles of the FDP are being implemented. The cohort completion data (N+3) shows that three of these programmes have relatively successful completion rates (54, 63 and 65%) and two of these programmes have better completion rates than the MS. Thus the key finding of this study is that across these case studies the EXT programmes which are truly extended four-year programmes have better completion rates than those which are confined to foundation provision only. \nThe findings of this study strongly support the DHET’s on-going commitment to Extended Curriculum programmes. These programmes have played a significant role in terms of providing access and retention to South Africa’s most talented and capable but underprepared black students. The success of these programmes in delivering students to their second academic year of study points to the commitment of academic development (AD) staff in delivering a quality of curriculum and wrap-around support which is highly commendable and is likely to attract greater international attention as higher education systems around the globe increasingly face the consequences of inequality on student access and success. These programmes (and the significant academic human resources which make them possible) serve as a very strong base for any future educational investment in curriculum reform in South Africa. \nThe findings however also suggest that unless these Extended Curricula adhere to the curriculum reform principles of the FDP, the investment will not contribute to the systemic reform required. More pointedly, it will be wasted for a majority of the students who fail to graduate. \nIn summary we recommend the following: \n•\tExtended curricula programmes need to be designed as four/five-year degree/diplomas with strong foundational provision but developmental provision throughout the curriculum with enrichment and enhancement. If designed appropriately it is possible that this developmental provision can also be made available to mainstream students who would benefit, thereby further extending the reach of the investment. \n•\tThe revised policy framework for extended curricula programmes need to not only make this extended provision possible but should incentivize development provision at second/third year level. \n•\tPlacement practices onto extended curriculum programmes need to be informed by clear institutional policies that draw on full range of data available. More specifically, NSC results need to be complemented with other data, such as NBTs. \n•\tDevelopmental provision in the second and third academic year will require significant organizational shifts in the way that AD resources are currently deployed. This will require clear vision and strong leadership both from AD but as importantly from the department and faculties in which these programmes are located. The challenges of achieving these shifts should not be underestimated. \nIn conclusion, given the stated intention of strengthening the role of extended curricula, this research is an important contribution to the next phase of development of, what we refer to as, a ‘new generation’ of extended curricula. We echo the warning of Badat (2015) who, with specific reference to the CHE proposal argues, “unless much needed academic transformations are instituted, we will deny opportunities to people from socially subaltern groups, tragically waste the talents and potential of these individuals, and perpetuate injustice. This compromises democracy, which proclaims the promise of greater equality and a better life for all people.” The demands for transformation initiated by the #RhodesMustFall and #FeesMustFall student protests during 2015 point to the very urgent need for research-informed, evidence-based, systemic and structural reform. It is hoped that this research will make a contribution to this reform.\n\n","internal_url":"https://www.academia.edu/25232128/New_Generation_Extended_Curriculum_May_2016_1","translated_internal_url":"","created_at":"2016-05-11T06:18:27.857-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":20127641,"work_id":25232128,"tagging_user_id":1239871,"tagged_user_id":7116784,"co_author_invite_id":null,"email":"w***e@gmail.com","affiliation":"Stellenbosch University","display_order":0,"name":"Karin E Wolff","title":"New Generation Extended Curriculum May 2016 1"},{"id":20127643,"work_id":25232128,"tagging_user_id":1239871,"tagged_user_id":null,"co_author_invite_id":4547763,"email":"w***e@gmail.com","display_order":4194304,"name":"Karin Wolff","title":"New Generation Extended Curriculum May 2016 1"}],"downloadable_attachments":[{"id":45539745,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45539745/thumbnails/1.jpg","file_name":"New_Generation_ECP_Report_FINAL_May_2016_1_.pdf","download_url":"https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"New_Generation_Extended_Curriculum_May_2.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45539745/New_Generation_ECP_Report_FINAL_May_2016_1_-libre.pdf?1462972451=\u0026response-content-disposition=attachment%3B+filename%3DNew_Generation_Extended_Curriculum_May_2.pdf\u0026Expires=1732862799\u0026Signature=W1A7L3ivVpP5M8ZbVmydOu3C0x77g7aoT0WNANOC71cDxN8E~TKmrcZoaat7-ye4bNzA7X6g2x3f2lsoVSRHaeq7-hkrPxOSq2QcFrGG3Ie6tW0NGcZ8eHMpzLFdp7GbNihVToUQoa0NTCJPXG6tVvvEWr1fkpYKv1NRG9CFnHuxJkwjBkqSLamI0~4-lVYycETrY~nJQEQ2c9WUTbgrCOhjkxO-2U84t-jv8n2dAsWPAszfvSpRbr1mJeZr5zRpn6piX4WDczXCQgvapC-hRfuE5aeFIZ-aQmkhEaS-4Jj0qikMfcB3g367wnTpl6WPP3VCLXye2YYdFUjAVNlNSw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"New_Generation_Extended_Curriculum_May_2016_1","translated_slug":"","page_count":50,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":45539745,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45539745/thumbnails/1.jpg","file_name":"New_Generation_ECP_Report_FINAL_May_2016_1_.pdf","download_url":"https://www.academia.edu/attachments/45539745/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"New_Generation_Extended_Curriculum_May_2.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45539745/New_Generation_ECP_Report_FINAL_May_2016_1_-libre.pdf?1462972451=\u0026response-content-disposition=attachment%3B+filename%3DNew_Generation_Extended_Curriculum_May_2.pdf\u0026Expires=1732862799\u0026Signature=W1A7L3ivVpP5M8ZbVmydOu3C0x77g7aoT0WNANOC71cDxN8E~TKmrcZoaat7-ye4bNzA7X6g2x3f2lsoVSRHaeq7-hkrPxOSq2QcFrGG3Ie6tW0NGcZ8eHMpzLFdp7GbNihVToUQoa0NTCJPXG6tVvvEWr1fkpYKv1NRG9CFnHuxJkwjBkqSLamI0~4-lVYycETrY~nJQEQ2c9WUTbgrCOhjkxO-2U84t-jv8n2dAsWPAszfvSpRbr1mJeZr5zRpn6piX4WDczXCQgvapC-hRfuE5aeFIZ-aQmkhEaS-4Jj0qikMfcB3g367wnTpl6WPP3VCLXye2YYdFUjAVNlNSw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"},{"id":481233,"name":"Equity and Social Justice","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice"},{"id":1898700,"name":"Flexible Degree","url":"https://www.academia.edu/Documents/in/Flexible_Degree"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1964003"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view"><img alt="Research paper thumbnail of Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view" class="work-thumbnail" src="https://attachments.academia-assets.com/28383258/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view">Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Sociologists of education rooted in social realism have for more than a decade argued that knowle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and pro- fessionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.<br />Keywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="29182df1989419ffea48f412d7b1f485" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":28383258,"asset_id":1964003,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1964003"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1964003"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1964003; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1964003]").text(description); $(".js-view-count[data-work-id=1964003]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1964003; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1964003']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1964003, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "29182df1989419ffea48f412d7b1f485" } } $('.js-work-strip[data-work-id=1964003]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1964003,"title":"Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view","translated_title":"","metadata":{"abstract":"Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. 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The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.\nKeywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory"},"translated_abstract":"Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and pro- fessionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.\nKeywords: curriculum; higher education; knowledge; differentiation; Basil Bernstein; Legitimation Code Theory","internal_url":"https://www.academia.edu/1964003/Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view","translated_internal_url":"","created_at":"2012-09-24T02:39:01.172-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":28383258,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/28383258/thumbnails/1.jpg","file_name":"Shay_BJSE_2012.pdf","download_url":"https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Conceptualizing_curriculum_differentiati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/28383258/Shay_BJSE_2012-libre.pdf?1390874092=\u0026response-content-disposition=attachment%3B+filename%3DConceptualizing_curriculum_differentiati.pdf\u0026Expires=1733048588\u0026Signature=DWX55jumF7qkGhWoNBJ4QURQ815qpDeCBANU0R07PejwKOvqm1vt~hkDW8-wukZWpE3zGOKrJ-ltLsqTc-TdAzOqjx2TqCblx91ZBKvjV3Xz~VFFVaN~p56HwWeOFaT8Yof0udqPns~ye4pyQqo6VLWHfp6Y0G5EViYFB~5KatBGGQ9NK0n165dxlGc8CfJ5t8ouhOsYCubJKU6cYHpDiG9S1XKczJJhuZ0giQ4JN0-nM-Y3xkmiW9cou2Yn-1MsgymkIEBFZ8qbyWTVq4jyxlwMZqv8Hd5pZQnLNmEqwA9UVJeQhBLnT5fhUI~j2pMsfh4Zzq39oghQOdsxRx84Og__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Conceptualizing_curriculum_differentiation_in_higher_education_a_sociology_of_knowledge_point_of_view","translated_slug":"","page_count":21,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":28383258,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/28383258/thumbnails/1.jpg","file_name":"Shay_BJSE_2012.pdf","download_url":"https://www.academia.edu/attachments/28383258/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Conceptualizing_curriculum_differentiati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/28383258/Shay_BJSE_2012-libre.pdf?1390874092=\u0026response-content-disposition=attachment%3B+filename%3DConceptualizing_curriculum_differentiati.pdf\u0026Expires=1733048588\u0026Signature=DWX55jumF7qkGhWoNBJ4QURQ815qpDeCBANU0R07PejwKOvqm1vt~hkDW8-wukZWpE3zGOKrJ-ltLsqTc-TdAzOqjx2TqCblx91ZBKvjV3Xz~VFFVaN~p56HwWeOFaT8Yof0udqPns~ye4pyQqo6VLWHfp6Y0G5EViYFB~5KatBGGQ9NK0n165dxlGc8CfJ5t8ouhOsYCubJKU6cYHpDiG9S1XKczJJhuZ0giQ4JN0-nM-Y3xkmiW9cou2Yn-1MsgymkIEBFZ8qbyWTVq4jyxlwMZqv8Hd5pZQnLNmEqwA9UVJeQhBLnT5fhUI~j2pMsfh4Zzq39oghQOdsxRx84Og__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":169370,"name":"Basil Bernstein","url":"https://www.academia.edu/Documents/in/Basil_Bernstein"},{"id":194810,"name":"Differentiation","url":"https://www.academia.edu/Documents/in/Differentiation"},{"id":235294,"name":"Knowledge types","url":"https://www.academia.edu/Documents/in/Knowledge_types"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11972709"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space"><img alt="Research paper thumbnail of Curriculum in higher education: A contested space" class="work-thumbnail" src="https://attachments.academia-assets.com/37324637/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space">Curriculum in higher education: A contested space</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Drawing on the theoretical and analytical tools from the sociology of education, in particular th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global<br />contexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the<br />undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different<br />logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.<br /><br />Keywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ce7828039f423d92439aca3ecb684da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37324637,"asset_id":11972709,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11972709"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11972709"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11972709; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11972709]").text(description); $(".js-view-count[data-work-id=11972709]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11972709; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11972709']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11972709, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8ce7828039f423d92439aca3ecb684da" } } $('.js-work-strip[data-work-id=11972709]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11972709,"title":"Curriculum in higher education: A contested space","translated_title":"","metadata":{"abstract":"Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global\ncontexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the\nundergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different\nlogics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.\n\nKeywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein"},"translated_abstract":"Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global\ncontexts. The analysis focuses on two curriculum reform policies – Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the\nundergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different\nlogics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.\n\nKeywords: curriculum reform; higher education; Legitimation Code Theory; inequality; Basil Bernstein","internal_url":"https://www.academia.edu/11972709/Curriculum_in_higher_education_A_contested_space","translated_internal_url":"","created_at":"2015-04-16T07:20:52.280-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":37324637,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37324637/thumbnails/1.jpg","file_name":"Shay_2015.pdf","download_url":"https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_in_higher_education_A_contest.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37324637/Shay_2015-libre.pdf?1429193972=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_in_higher_education_A_contest.pdf\u0026Expires=1733048588\u0026Signature=Vi2SrAUUEEhpGZa6q1bVSNhs4HRWKVKHjvC90RFl3nrs0hsO5Is0rhK7p18QofugJECR8R5BuoDm5nMCKNZPF2CTqMjpmY1Kp7BzIHvHGVz7BZ-hBNg4FbjeqpZVXKulHPl3uzSXLqOR6XoyFio6O5F6ioxEs5O7Z8CBCOn09jk6FMEw9jtfkf7aTcG7-oeNy8ACAQRccwKQzIVN7nyqFSTstyR2K0l5dO1xm8Y7NzdgxE~JpEZ4am3lRPF1lci2~GbbwHU~YooGvu2He17hMVGicnx-ZeXX0YkOAAlAVYHa7CYueP4QTcVuAD~NjH7KOJoyZR9worZ9JnrewetT7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_in_higher_education_A_contested_space","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":37324637,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37324637/thumbnails/1.jpg","file_name":"Shay_2015.pdf","download_url":"https://www.academia.edu/attachments/37324637/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_in_higher_education_A_contest.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37324637/Shay_2015-libre.pdf?1429193972=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_in_higher_education_A_contest.pdf\u0026Expires=1733048588\u0026Signature=Vi2SrAUUEEhpGZa6q1bVSNhs4HRWKVKHjvC90RFl3nrs0hsO5Is0rhK7p18QofugJECR8R5BuoDm5nMCKNZPF2CTqMjpmY1Kp7BzIHvHGVz7BZ-hBNg4FbjeqpZVXKulHPl3uzSXLqOR6XoyFio6O5F6ioxEs5O7Z8CBCOn09jk6FMEw9jtfkf7aTcG7-oeNy8ACAQRccwKQzIVN7nyqFSTstyR2K0l5dO1xm8Y7NzdgxE~JpEZ4am3lRPF1lci2~GbbwHU~YooGvu2He17hMVGicnx-ZeXX0YkOAAlAVYHa7CYueP4QTcVuAD~NjH7KOJoyZR9worZ9JnrewetT7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":25021,"name":"Hong Kong","url":"https://www.academia.edu/Documents/in/Hong_Kong"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":169370,"name":"Basil Bernstein","url":"https://www.academia.edu/Documents/in/Basil_Bernstein"},{"id":445218,"name":"Curriculum Reform","url":"https://www.academia.edu/Documents/in/Curriculum_Reform"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18987303"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa"><img alt="Research paper thumbnail of A curriculum framework for flexible engineering degrees in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/40367787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa">A curriculum framework for flexible engineering degrees in South Africa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/BrandonCollierReed">Brandon Collier-Reed</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">South Africa produces too few engineers to meet its development needs. The number of graduating e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13a5db70df0e032ed4de036806d4333b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40367787,"asset_id":18987303,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18987303"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18987303"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18987303; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18987303]").text(description); $(".js-view-count[data-work-id=18987303]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18987303; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18987303']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18987303, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13a5db70df0e032ed4de036806d4333b" } } $('.js-work-strip[data-work-id=18987303]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18987303,"title":"A curriculum framework for flexible engineering degrees in South Africa","translated_title":"","metadata":{"abstract":"South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree."},"translated_abstract":"South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher Education (CHE 2013) show that for the 2005 cohort of BEng students nationally only 25% obtained an engineering degree in the regulation time of four years, with another 19% taking five years. In a study for the Engineering Council of South Africa on improving throughput (Fisher 2011), one suggestion was to increase curriculum flexibility to better cater for the needs of a diverse student population. As part of a CHE project, we developed exemplar curricula for engineering degrees designed to take either four or five years to complete. In this paper we describe the underpinning principles that guided the design and illustrate how they are applied in curriculum exemplars for a mechanical engineering degree.","internal_url":"https://www.academia.edu/18987303/A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa","translated_internal_url":"","created_at":"2015-11-25T06:33:08.749-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":22643,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":10889817,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":null,"co_author_invite_id":2540237,"email":"d***n@up.ac.za","display_order":0,"name":"Diane Grayson","title":"A curriculum framework for flexible engineering degrees in South Africa"},{"id":10889818,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":9756123,"co_author_invite_id":null,"email":"h***e@uct.ac.za","affiliation":"University of Cape Town","display_order":4194304,"name":"Howard Pearce","title":"A curriculum framework for flexible engineering degrees in South Africa"},{"id":10889819,"work_id":18987303,"tagging_user_id":22643,"tagged_user_id":1239871,"co_author_invite_id":null,"email":"s***y@uct.ac.za","affiliation":"University of Cape Town","display_order":6291456,"name":"Suellen Shay","title":"A curriculum framework for flexible engineering degrees in South Africa"}],"downloadable_attachments":[{"id":40367787,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/40367787/thumbnails/1.jpg","file_name":"Scotland_Innovation_in_Higher_Education_paper_June_2013.docx","download_url":"https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_curriculum_framework_for_flexible_engi.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40367787/Scotland_Innovation_in_Higher_Education_paper_June_2013.docx?1448462049=\u0026response-content-disposition=attachment%3B+filename%3DA_curriculum_framework_for_flexible_engi.docx\u0026Expires=1733048588\u0026Signature=a~V6SCIXaRh-qmEslqFbyerFu-C3t2F1J3Rv5vYsNieLm6ts0UFPKZCoMj8Tk~oQnMJHXaZqG8BG4kBX5CUsDERK9hl6dT1wX8PPBHaWSg7Jz5ZWExwcydrIu93pYtXnpTbJC9vj8V6aX517rA4byHSDgCdJf1K1O9raag75fGD6XK-aLn07tTpB~VPS~Kdg31yqARyP6~uYhyW3yyB~71vjd2Qv5a7M7bmMXnym92WLxajGQS5mA86N4KWU9Z557qk4eqEF1NsKayQnfUIwWP6GaCIIFvNT8qzJ-v4fBCAoUxrirsHV8uKS3ELAieOQsri~FAlJpqR4LxOsqg--lw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_curriculum_framework_for_flexible_engineering_degrees_in_South_Africa","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":22643,"first_name":"Brandon","middle_initials":null,"last_name":"Collier-Reed","page_name":"BrandonCollierReed","domain_name":"uct","created_at":"2008-12-11T04:26:51.720-08:00","display_name":"Brandon Collier-Reed","url":"https://uct.academia.edu/BrandonCollierReed"},"attachments":[{"id":40367787,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/40367787/thumbnails/1.jpg","file_name":"Scotland_Innovation_in_Higher_Education_paper_June_2013.docx","download_url":"https://www.academia.edu/attachments/40367787/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_curriculum_framework_for_flexible_engi.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40367787/Scotland_Innovation_in_Higher_Education_paper_June_2013.docx?1448462049=\u0026response-content-disposition=attachment%3B+filename%3DA_curriculum_framework_for_flexible_engi.docx\u0026Expires=1733048588\u0026Signature=a~V6SCIXaRh-qmEslqFbyerFu-C3t2F1J3Rv5vYsNieLm6ts0UFPKZCoMj8Tk~oQnMJHXaZqG8BG4kBX5CUsDERK9hl6dT1wX8PPBHaWSg7Jz5ZWExwcydrIu93pYtXnpTbJC9vj8V6aX517rA4byHSDgCdJf1K1O9raag75fGD6XK-aLn07tTpB~VPS~Kdg31yqARyP6~uYhyW3yyB~71vjd2Qv5a7M7bmMXnym92WLxajGQS5mA86N4KWU9Z557qk4eqEF1NsKayQnfUIwWP6GaCIIFvNT8qzJ-v4fBCAoUxrirsHV8uKS3ELAieOQsri~FAlJpqR4LxOsqg--lw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman & Littlefield Publishers Inc., Lanham, 2000) refers to this<br />‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or<br />preparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in<br />curriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.<br />The paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum<br />reform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1310a735f8f524baa9cf8c34c0fc59b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38230142,"asset_id":14191753,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14191753"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14191753"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14191753; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14191753]").text(description); $(".js-view-count[data-work-id=14191753]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14191753; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14191753']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14191753, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1310a735f8f524baa9cf8c34c0fc59b" } } $('.js-work-strip[data-work-id=14191753]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14191753,"title":"Curriculum at the Boundaries ","translated_title":"","metadata":{"abstract":"Abstract The growing demands on higher education have placed an unprecedented external pull on universities. Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman \u0026 Littlefield Publishers Inc., Lanham, 2000) refers to this\n‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or\npreparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in\ncurriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.\nThe paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum\nreform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.\n","ai_title_tag":"Understanding Curriculum Contestation in Higher Education"},"translated_abstract":"Abstract The growing demands on higher education have placed an unprecedented external pull on universities. Bernstein (Pedagogy, symbolic control and idenity: theory, research, critique, Rowman \u0026 Littlefield Publishers Inc., Lanham, 2000) refers to this\n‘‘outward’’ pull of the late twentieth century as the ‘‘regionalization of knowledge’’. One of the consequences of this ‘‘facing outward’’ is contestation over curriculum and what should be privileged. Should it privilege knowing, doing or being? Should it foreground formative training in the basic sciences or applied problem-solving? Is its priority educating the mind or\npreparing for a vocation? These questions can set up a series of ‘‘false choices’’ about the purpose of higher education, what it means to be educated and what our priorities should be in\ncurriculum reform. The aim of this paper was to move the discourse beyond these polarities by making visible the ‘‘stakes’’ in the curriculum reform debate illustrated in Muller thinkpieces.\nThe paper offers a conceptual framework for understanding current curriculum contestation and applies the framework in an illustrative manner to a particular higher education curriculum\nreform initiative in South Africa. The framework shows how ‘‘what does it mean to be educated?’’ will vary depending on the different types and hence purposes of curriculum.\n","internal_url":"https://www.academia.edu/14191753/Curriculum_at_the_Boundaries","translated_internal_url":"","created_at":"2015-07-19T10:53:57.196-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":38230142,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38230142/thumbnails/1.jpg","file_name":"Shay_2015_HE.pdf","download_url":"https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_at_the_Boundaries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38230142/Shay_2015_HE-libre.pdf?1437328376=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_at_the_Boundaries.pdf\u0026Expires=1733048588\u0026Signature=VmahTCgGSOkRvuCMJ0RqeULfU~fS~Q3PcTW~1ov38C713luaLr54~TyhomYPw3wfqZa9BpB8s-B3uglhLkoULzj8du6Fz-iP7dzQQmdErYyjst7Hoi3s0hBfIkHSjE2RYOt-3iq14~POAnbLVEnTP4s2tQRB9IWrld3KlY4no98BnnFEJKcqE-szwLcj2oSZFv1Ugz75vvLgg2bX5m-v6oOivsRyi4~mnq74c47nj-mVoL-8j6SIdfebLsrwOPsPiZ6Vd5lEZMQXSuer0SKuq3b71rU6KxbBQUnr5R9kH6U5cSZd5P~DHpXoo2f92B1EGRlfM265yfWLDqXcNDQjzg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_at_the_Boundaries","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":38230142,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38230142/thumbnails/1.jpg","file_name":"Shay_2015_HE.pdf","download_url":"https://www.academia.edu/attachments/38230142/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_at_the_Boundaries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38230142/Shay_2015_HE-libre.pdf?1437328376=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_at_the_Boundaries.pdf\u0026Expires=1733048588\u0026Signature=VmahTCgGSOkRvuCMJ0RqeULfU~fS~Q3PcTW~1ov38C713luaLr54~TyhomYPw3wfqZa9BpB8s-B3uglhLkoULzj8du6Fz-iP7dzQQmdErYyjst7Hoi3s0hBfIkHSjE2RYOt-3iq14~POAnbLVEnTP4s2tQRB9IWrld3KlY4no98BnnFEJKcqE-szwLcj2oSZFv1Ugz75vvLgg2bX5m-v6oOivsRyi4~mnq74c47nj-mVoL-8j6SIdfebLsrwOPsPiZ6Vd5lEZMQXSuer0SKuq3b71rU6KxbBQUnr5R9kH6U5cSZd5P~DHpXoo2f92B1EGRlfM265yfWLDqXcNDQjzg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory"},{"id":788739,"name":"Cape Peninsula University of Technology","url":"https://www.academia.edu/Documents/in/Cape_Peninsula_University_of_Technology"}],"urls":[]}, dispatcherData: dispatcherData }); 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Much of the contestation around curriculum occurs against the backdrop of global concerns about a general failure of higher education evidenced in poor articulation between the school and university, poor completion rates, the performance gap between privileged and under-privileged, under-employed graduates, and the general failure of higher education to meet the needs of the knowledge society. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3857032"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3857032/Enabling_knowledge_progression_in_vocational_curricula_Design_as_a_case_study"><img alt="Research paper thumbnail of Enabling knowledge progression in vocational curricula: Design as a case study " class="work-thumbnail" src="https://attachments.academia-assets.com/31776373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3857032/Enabling_knowledge_progression_in_vocational_curricula_Design_as_a_case_study">Enabling knowledge progression in vocational curricula: Design as a case study </a></div><div class="wp-workCard_item"><span>Shay, S. & Steyn (forthcoming) Enabling knowledge progression in vocational curricula: Design as a case study. In Maton, K., Hood, S., Shay, S. (editors) Knowledge-building: Educational Studies in Legitimation Code Theory. Routledge. </span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. The paper concludes by drawing on the design case for a set of principles which can inform the progression of knowledge in vocational curricula more generally.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a96e6ecceafc3dab1c17a5286bb502b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31776373,"asset_id":3857032,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31776373/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3857032"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3857032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3857032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3857032]").text(description); $(".js-view-count[data-work-id=3857032]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3857032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3857032']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3857032, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5a96e6ecceafc3dab1c17a5286bb502b" } } $('.js-work-strip[data-work-id=3857032]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3857032,"title":"Enabling knowledge progression in vocational curricula: Design as a case study ","translated_title":"","metadata":{"abstract":"The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. The paper concludes by drawing on the design case for a set of principles which can inform the progression of knowledge in vocational curricula more generally. \r\n","publication_name":"Shay, S. \u0026 Steyn (forthcoming) Enabling knowledge progression in vocational curricula: Design as a case study. In Maton, K., Hood, S., Shay, S. (editors) Knowledge-building: Educational Studies in Legitimation Code Theory. Routledge. "},"translated_abstract":"The Cape Peninsula University of Technology’s Design Foundation Course (DFC) has as its purpose to give talented but underprepared students epistemological access to the general field of design as well as to a range of specific design disciplines. In order to design curricula that enable epistemological access we argue that educators need to make explicit what makes their knowledge practices special. Drawing on research into levels of design expertise as well as Legitimation Code Theory, this paper offers a theoretical and analytical framework that accounts for progression in levels of expertise, forms of knowledge and the cultivation of a designer gaze. The analysis of the DFC curriculum briefs reveals that design expertise develops through the engagement between increasingly more context-dependent design problems and increasingly complex design concepts. 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Departments: Faculty of Arts &amp; Social Sciences &gt; Educational Research. ID Code: 27324....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Departments: Faculty of Arts &amp; Social Sciences &gt; Educational Research. ID Code: 27324. Deposited By: Dr Paul Ashwin. Deposited On: 19 Oct 2009 09:02. Refereed?: Yes. Published?: Published. 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The proposal argues that essential to the success of this reform and its goal of improving student success is how the structure enables a different kind of curriculum. This paper argues that what is fundamentally different about the flexible curriculum structure is that it must enable epistemic access and development. Drawing on the sociology of knowledge, the notion of ‘epistemic access’ is elaborated to conceptualize some of the key conditions of such an enabling curriculum structure. The paper then moves to discuss what a curriculum structure which enables epistemic access and development might look like. This is described at the level of general and qualification specific principles. The analysis reveals how knowledge domains differences (for example, science vs. humanities) and the qualification type differences (formative vs. professional degrees vs. vocational) will require different curriculum models for enabling epistemic access.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d809bb536559cac03893f81ac8d344ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38425012,"asset_id":14784411,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38425012/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14784411"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14784411"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14784411; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14784411]").text(description); $(".js-view-count[data-work-id=14784411]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14784411; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14784411']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14784411, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d809bb536559cac03893f81ac8d344ab" } } $('.js-work-strip[data-work-id=14784411]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14784411,"title":"The Flexible Degree: More time for what?","translated_title":"","metadata":{"abstract":"In 2013 the Council of Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as four-year Bachelor’s degrees be extended by one year with an additional 120 credits. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="236352" id="talks"><div class="js-work-strip profile--work_container" data-work-id="29487206"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/29487206/Reframing_the_Curriculum_A_more_equitable_higher_education"><img alt="Research paper thumbnail of Reframing the Curriculum: A more equitable higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/49928454/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/29487206/Reframing_the_Curriculum_A_more_equitable_higher_education">Reframing the Curriculum: A more equitable higher education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a keynote given to the Stellenbosh Scholarship of Teaching and Learning Conference on the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a keynote given to the Stellenbosh Scholarship of Teaching and Learning Conference on the 26 October 2016. <br /><br />Although here has been rapid expansion of higher education around the globe it has not resulted in a more equitable higher education.  Drawing on Fraser’s definition of justice as ‘parity of participation’, equity in higher education is conceptualized as both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa’s equity challenges with those of Brazil and the United States. Focusing on South Africa’s critical choices, the paper then offers four scenarios or possible futures to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa’s higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes.  Furthermore the investment needs to be strategically targeted to interventions that have a catalytic effect, serving as systemic levers of change that lead to reduced drop-out rates and improved graduation rates. To this end the paper argues that the state needs to prioritize over the next decade an investment in an undergraduate curriculum more ‘fit for purpose’.  In the final section, a proposal is made for what this educational investment would like at the institutional level. Fraser’s concept of ‘reframing’ is drawn on to conceptualize a transformative curriculum reform strategy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e74dce2086664ccbcccab9ee9191b18a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49928454,"asset_id":29487206,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49928454/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="29487206"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="29487206"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29487206; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29487206]").text(description); $(".js-view-count[data-work-id=29487206]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29487206; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='29487206']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 29487206, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e74dce2086664ccbcccab9ee9191b18a" } } $('.js-work-strip[data-work-id=29487206]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":29487206,"title":"Reframing the Curriculum: A more equitable higher education","translated_title":"","metadata":{"abstract":"This is a keynote given to the Stellenbosh Scholarship of Teaching and Learning Conference on the 26 October 2016. \n\nAlthough here has been rapid expansion of higher education around the globe it has not resulted in a more equitable higher education. Drawing on Fraser’s definition of justice as ‘parity of participation’, equity in higher education is conceptualized as both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa’s equity challenges with those of Brazil and the United States. Focusing on South Africa’s critical choices, the paper then offers four scenarios or possible futures to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa’s higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that have a catalytic effect, serving as systemic levers of change that lead to reduced drop-out rates and improved graduation rates. To this end the paper argues that the state needs to prioritize over the next decade an investment in an undergraduate curriculum more ‘fit for purpose’. In the final section, a proposal is made for what this educational investment would like at the institutional level. Fraser’s concept of ‘reframing’ is drawn on to conceptualize a transformative curriculum reform strategy. \n\n\n"},"translated_abstract":"This is a keynote given to the Stellenbosh Scholarship of Teaching and Learning Conference on the 26 October 2016. \n\nAlthough here has been rapid expansion of higher education around the globe it has not resulted in a more equitable higher education. Drawing on Fraser’s definition of justice as ‘parity of participation’, equity in higher education is conceptualized as both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa’s equity challenges with those of Brazil and the United States. Focusing on South Africa’s critical choices, the paper then offers four scenarios or possible futures to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa’s higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that have a catalytic effect, serving as systemic levers of change that lead to reduced drop-out rates and improved graduation rates. To this end the paper argues that the state needs to prioritize over the next decade an investment in an undergraduate curriculum more ‘fit for purpose’. In the final section, a proposal is made for what this educational investment would like at the institutional level. Fraser’s concept of ‘reframing’ is drawn on to conceptualize a transformative curriculum reform strategy. \n\n\n","internal_url":"https://www.academia.edu/29487206/Reframing_the_Curriculum_A_more_equitable_higher_education","translated_internal_url":"","created_at":"2016-10-27T22:22:56.448-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1239871,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[],"downloadable_attachments":[{"id":49928454,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/49928454/thumbnails/1.jpg","file_name":"SUN_keynote_Final_.docx","download_url":"https://www.academia.edu/attachments/49928454/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_Curriculum_A_more_equitabl.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49928454/SUN_keynote_Final_.docx?1477632170=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_Curriculum_A_more_equitabl.docx\u0026Expires=1733048588\u0026Signature=H4i7PoKdZKweZk48ZEXTvwcE7iPW6SHjoyaSBzKzFek0cv4KNPpcf1iA8gtXQRZirssZZBb6kZOQhigi005IcwxDDXXtLAUQnV3ruw1cJEPg4h0SNcoYogX2z7598e2pc4W~qFbzklWimvcWnMq8BqesXo4qzwZ610YhvmMlW7tJfxSAbN2oDM9v5oS9K5DKieRBveTa62su9FVdRKvcZuS4trWQ5iqa7DKRKa8By9urxEbNDHGbupxEtK2fVFSgSzFzB7fPMBTJkchhDVXEeeLpo7RqJEbSbWG3vd60zzlZZMsAX4VQkXajWLRh7RNdyDoa3oB0oB1U9Kc4F6BdLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reframing_the_Curriculum_A_more_equitable_higher_education","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1239871,"first_name":"Suellen","middle_initials":null,"last_name":"Shay","page_name":"SuellenShay","domain_name":"uct","created_at":"2012-02-24T15:40:30.666-08:00","display_name":"Suellen Shay","url":"https://uct.academia.edu/SuellenShay"},"attachments":[{"id":49928454,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/49928454/thumbnails/1.jpg","file_name":"SUN_keynote_Final_.docx","download_url":"https://www.academia.edu/attachments/49928454/download_file?st=MTczMzA1NTE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_the_Curriculum_A_more_equitabl.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/49928454/SUN_keynote_Final_.docx?1477632170=\u0026response-content-disposition=attachment%3B+filename%3DReframing_the_Curriculum_A_more_equitabl.docx\u0026Expires=1733048588\u0026Signature=H4i7PoKdZKweZk48ZEXTvwcE7iPW6SHjoyaSBzKzFek0cv4KNPpcf1iA8gtXQRZirssZZBb6kZOQhigi005IcwxDDXXtLAUQnV3ruw1cJEPg4h0SNcoYogX2z7598e2pc4W~qFbzklWimvcWnMq8BqesXo4qzwZ610YhvmMlW7tJfxSAbN2oDM9v5oS9K5DKieRBveTa62su9FVdRKvcZuS4trWQ5iqa7DKRKa8By9urxEbNDHGbupxEtK2fVFSgSzFzB7fPMBTJkchhDVXEeeLpo7RqJEbSbWG3vd60zzlZZMsAX4VQkXajWLRh7RNdyDoa3oB0oB1U9Kc4F6BdLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1985,"name":"Academic Development","url":"https://www.academia.edu/Documents/in/Academic_Development"},{"id":2899,"name":"Critical Realism","url":"https://www.academia.edu/Documents/in/Critical_Realism"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":78085,"name":"Nancy Fraser","url":"https://www.academia.edu/Documents/in/Nancy_Fraser"},{"id":2557660,"name":"FeesMustFall","url":"https://www.academia.edu/Documents/in/FeesMustFall"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11972842"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11972842/The_Flexible_Degree_More_time_for_what"><img alt="Research paper thumbnail of The Flexible Degree: More time for what?" class="work-thumbnail" src="https://attachments.academia-assets.com/37324710/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11972842/The_Flexible_Degree_More_time_for_what">The Flexible Degree: More time for what?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uct.academia.edu/SuellenShay">Suellen Shay</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://sun.academia.edu/KarinWolff">Karin E Wolff</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This presentation was given to the CHED Research Seminar Series and report on phase 1 of a DHET T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This presentation was given to the CHED Research Seminar Series and report on phase 1 of a DHET TDG collaborative project which is exploring the key curriculum principles underlying the proposed Flexible Degree policy. 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It was...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Financial access dominated discussions at the 2015 South Africa's higher education summit. It was a chance for leaders to act – but they didn't. 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