Achieving Equivalence: A Transnational Curriculum Design Framework

Autor/inn/en	Clarke, Angela; Johal, Terry; Sharp, Kristen; Quinn, Shayna
Titel	Achieving Equivalence: A Transnational Curriculum Design Framework
Quelle	In: International Journal for Academic Development, 21 (2016) 4, S.364-376 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2015.1092444
Schlagwörter	International Education; Curriculum Design; Higher Education; Educational Development; Global Approach; Communities of Practice; Faculty Development; Educational Practices + Suchen Sie Ihr Suchwort? Internationale Erziehung; Lehrplangestaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Globales Denken; Community; Bildungspraxis
Abstract	Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01