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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/523 |
| Date | January 2009 |
| Creators | Mkhonto, T.J., Muller, A. |
| Contributors | Central University of Technology, Free State, Bloemfontein |
| Publisher | Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein |
| Source Sets | South African National ETD Portal |
| Language | en_US |
| Detected Language | English |
| Type | Article |
| Format | 2 305 109 bytes, 1 file, Application/PDF |
| Rights | Central University of Technology, Free State, Bloemfontein |
| Relation | Journal for New Generation Sciences;Vol 7, Issue 1 |
Page generated in 0.0022 seconds