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Processes and patterns of responsiveness to the world of work in higher education institutions.

Garraway, James

Abstract:
The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal; the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.

Full text available as: http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_1811_1256884961.pdf

 


Document Title: Processes and patterns of responsiveness to the world of work in higher education institutions.
Academic Department: Faculty of Education
University: University of the Western Cape
City: Cape Town
No. of Pages: 266


Date:2007
Document Type:Thesis (Not Peer Reviewed)
Subject Area:Institutional Management
Country:International
Keywords:Higher Education, Higher Education and Development, Career education, Curricula,


File Size: Bytes
Rights:Copyright: University of the Western Cape
Date Added:06 April 2010


Processes and patterns of responsiveness to the world of work in higher education institutions