Asserting Academic Legitimacy: The Influence of the University of Technology Sectoral Agendas on Curriculum Decision-Making

Autor/in	Coleman, Lynn
Titel	Asserting Academic Legitimacy: The Influence of the University of Technology Sectoral Agendas on Curriculum Decision-Making
Quelle	In: Teaching in Higher Education, 21 (2016) 4, S.381-397 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1155548
Schlagwörter	Academic Discourse; Higher Education; Curriculum Design; Curriculum Development; Foreign Countries; College Students; Writing Assignments; Writing Skills; Essays; Decision Making; Vocational Education; South Africa + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Collegestudent; Writing skill; Schreibfertigkeit; Essay; Aufsatzunterricht; Decision-making; Entscheidungsfindung; Ausbildung; Berufsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper argues that curriculum decision-making in the South African University of Technology (UoT) environment is affected not only by industry and disciplinary demands, but also by socio-structural features and ideologies particular to this educational sector. It supports the view that recontextualisation processes are subject to multiple socio-epistemic factors. The theoretical concept of regulative discourse is used to understand sectoral influences that direct recontextualisation rules. Two vignettes, taken from graphic design and Film Production courses at a UoT are drawn upon to illustrate recontextualisation processes. Curriculum and assessment practices in these courses ensure that industry texts and practices dominate the assessment regime, while reductionist and decontextualised approaches to academic writing are privileged. The argument advanced here has implications for practitioners seeking to ensure that vocational education students gain meaningful opportunities to actively participate and progress in both their fields of practice and in higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01