Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective
Published Article === Higher education curriculum reform is a worldwide phenomenon induced by both the internal and external environments of higher education functioning. While a variety of factors are attributed to these changing environments, this paper focuses mainly on the epistemological domain...
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Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein
2015
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Online Access: | http://hdl.handle.net/11462/523 |
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ndltd-netd.ac.za-oai-union.ndltd.org-cut-oai-ir.cut.ac.za-11462-5232016-03-16T03:59:04Z Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective Mkhonto, T.J. Muller, A. Central University of Technology, Free State, Bloemfontein Curriculum reform / transformation Epistemological diversity Higher education Africanisation Published Article Higher education curriculum reform is a worldwide phenomenon induced by both the internal and external environments of higher education functioning. While a variety of factors are attributed to these changing environments, this paper focuses mainly on the epistemological domain characterising these changes. As the fundamental "business" of higher education, "knowledge" is perceived in this discussion as the essential terrain in which the competing global-local (glocal) interests and concerns unfold. Based on a case study model of two higher educational institutions with traditionally disparate academic cultures, the paper concludes with a trilogy of models posited as facilitating space for epistemological diversity. 2015-09-23T12:16:34Z 2015-09-23T12:16:34Z 2009 2009 Article 16844998 http://hdl.handle.net/11462/523 en_US Journal for New Generation Sciences;Vol 7, Issue 1 Central University of Technology, Free State, Bloemfontein 2 305 109 bytes, 1 file Application/PDF Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein |
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en_US |
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Curriculum reform / transformation Epistemological diversity Higher education Africanisation |
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Curriculum reform / transformation Epistemological diversity Higher education Africanisation Mkhonto, T.J. Muller, A. Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
description |
Published Article === Higher education curriculum reform is a worldwide phenomenon induced by both the internal and external environments of higher education functioning. While a variety of factors are attributed to these changing environments, this paper focuses mainly on the epistemological domain characterising these changes. As the fundamental "business" of higher education, "knowledge" is perceived in this discussion as the essential terrain in which the competing global-local (glocal) interests and concerns unfold. Based on a case study model of two higher educational institutions with traditionally disparate academic cultures, the paper concludes with a trilogy of models posited as facilitating space for epistemological diversity. |
author2 |
Central University of Technology, Free State, Bloemfontein |
author_facet |
Central University of Technology, Free State, Bloemfontein Mkhonto, T.J. Muller, A. |
author |
Mkhonto, T.J. Muller, A. |
author_sort |
Mkhonto, T.J. |
title |
Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
title_short |
Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
title_full |
Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
title_fullStr |
Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
title_full_unstemmed |
Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
title_sort |
challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective |
publisher |
Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein |
publishDate |
2015 |
url |
http://hdl.handle.net/11462/523 |
work_keys_str_mv |
AT mkhontotj challengesfacinghighereducationcurriculumreformdesignandmanagementinthe21stcenturyanepistemologicalperspective AT mullera challengesfacinghighereducationcurriculumreformdesignandmanagementinthe21stcenturyanepistemologicalperspective |
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1718204677276827648 |