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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 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.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/523
Date January 2009
CreatorsMkhonto, T.J., Muller, A.
ContributorsCentral University of Technology, Free State, Bloemfontein
PublisherJournal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein
Source SetsSouth African National ETD Portal
Languageen_US
Detected LanguageEnglish
TypeArticle
Format2 305 109 bytes, 1 file, Application/PDF
RightsCentral University of Technology, Free State, Bloemfontein
RelationJournal for New Generation Sciences;Vol 7, Issue 1

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