Journal article
Curriculum change and climate change: inside outside pressures in higher education
Journal of Curriculum Studies, Vol.44(5), pp.703-722
2012
Abstract
In higher education today, institutions are facing a number of challenges-including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution's capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required.
Details
- Title
- Curriculum change and climate change: inside outside pressures in higher education
- Authors
- Shireen J Fahey (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Publication details
- Journal of Curriculum Studies, Vol.44(5), pp.703-722
- Publisher
- Routledge
- Date published
- 2012
- DOI
- 10.1080/00220272.2012.679011
- ISSN
- 0022-0272
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449772202621
- Output Type
- Journal article
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