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CURRICULUM DESIGN AS AN ENABLER OF STUDENT INVOLVEMENT AND SUCCESS IN HIGHER EDUCATION.

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Title: CURRICULUM DESIGN AS AN ENABLER OF STUDENT INVOLVEMENT AND SUCCESS IN HIGHER EDUCATION.
Authors: van Zyl, H. M.1 rvzyl@vegaschool.com, Burger, Y.2 yolandibur@gmail.com, Carstens, L.3 lcarstens@vegaschool.com, Geyser, M.4 mgeyser@vegaschool.com
Source: South African Journal of Higher Education. 2020, Vol. 34 Issue 5, p177-191. 15p.
Subject Terms: *Academic achievement, *College curriculum, *Curriculum planning, *Design students, *Higher education, Animal communication
Abstract: Quality assurance, promotion, and the success of students are core drivers in Higher Education. Students shifted from being receivers in the knowledge transfer process of Higher Education to active co-producers in the learning process, which makes students more involved in the quality assurance process today than they were in the past. This shift requires curriculum developers of programmes to not only understand the nature of the change in the students' role in Higher Education but also to anticipate future changes in their role. The Mode 1, Mode 2 and Mode 3 models of knowledge production are useful systems to help curriculum designers understand this daunting task. This research conducts a theoretical exploration into students' shift in knowledge production as they engage with the curriculum in higher education, which explores the different modes of knowledge production. The exploratory research includes practical curriculum examples that highlight the changes in the structures of control, characteristics, and practicalities of the different modes, changes in assessment strategies, changes in teacher-student relationships, and the inclusion of other role-players such as industry and society. The first mode of knowledge production is a disciplinary and homogeneity model, with the second mode shifting to a transdisciplinary, heterogeneous, transient, and more systemic model which includes industry stakeholders, with a permeable boundary. The third mode of knowledge production is situated in the fourth industrial revolution space and looks at the combined future of science, knowledge, and technology. [ABSTRACT FROM AUTHOR]
Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: CURRICULUM DESIGN AS AN ENABLER OF STUDENT INVOLVEMENT AND SUCCESS IN HIGHER EDUCATION.
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  Data: <searchLink fieldCode="AR" term="%22van+Zyl%2C+H%2E+M%2E%22">van Zyl, H. M.</searchLink><relatesTo>1</relatesTo><i> rvzyl@vegaschool.com</i><br /><searchLink fieldCode="AR" term="%22Burger%2C+Y%2E%22">Burger, Y.</searchLink><relatesTo>2</relatesTo><i> yolandibur@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Carstens%2C+L%2E%22">Carstens, L.</searchLink><relatesTo>3</relatesTo><i> lcarstens@vegaschool.com</i><br /><searchLink fieldCode="AR" term="%22Geyser%2C+M%2E%22">Geyser, M.</searchLink><relatesTo>4</relatesTo><i> mgeyser@vegaschool.com</i>
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  Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. 2020, Vol. 34 Issue 5, p177-191. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Design+students%22">Design students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Animal+communication%22">Animal communication</searchLink>
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  Data: Quality assurance, promotion, and the success of students are core drivers in Higher Education. Students shifted from being receivers in the knowledge transfer process of Higher Education to active co-producers in the learning process, which makes students more involved in the quality assurance process today than they were in the past. This shift requires curriculum developers of programmes to not only understand the nature of the change in the students' role in Higher Education but also to anticipate future changes in their role. The Mode 1, Mode 2 and Mode 3 models of knowledge production are useful systems to help curriculum designers understand this daunting task. This research conducts a theoretical exploration into students' shift in knowledge production as they engage with the curriculum in higher education, which explores the different modes of knowledge production. The exploratory research includes practical curriculum examples that highlight the changes in the structures of control, characteristics, and practicalities of the different modes, changes in assessment strategies, changes in teacher-student relationships, and the inclusion of other role-players such as industry and society. The first mode of knowledge production is a disciplinary and homogeneity model, with the second mode shifting to a transdisciplinary, heterogeneous, transient, and more systemic model which includes industry stakeholders, with a permeable boundary. The third mode of knowledge production is situated in the fourth industrial revolution space and looks at the combined future of science, knowledge, and technology. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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