Supporting programme teams to develop sequencing in higher education curricula

International Journal for Academic Development

Volumn 19, Issue 4, 2014, Pages 268-280

  O’Neill, Geraldine ^a   Donnelly, Roisin ^b   Fitzmaurice, Marian ^c  

^a UNIVERSITY COLLEGE DUBLIN   (Ireland)

^b DUBLIN INSTITUTE OF TECHNOLOGY   (Ireland)

^c TRINITY COLLEGE DUBLIN   (Ireland)

Author keywords

academic development; challenges; curriculum; programme teams; sequencing

Indexed keywords

EID: 84908614112     PISSN: 1360144X     EISSN: 14701324     Source Type: Journal    
DOI: 10.1080/1360144X.2013.867266     Document Type: Article

References (34)

1. Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Maidenhead: SRHE & Open University Press.
2. Beetham, H. (2009). Synthesis report: Baselining the institutional processes of curriculum design: JISC ‘Institutional approaches to curriculum design’ programme. Bristol: JISC. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdesign.aspx
3. Berg, B. L. (2001). Qualitative research methods for the social sciences. London: Allyn & Bacon.
4. Biggs, J., & Tang, C. (2007). ‪Teaching for quality learning at university‬: ‪What the student does (3rd ed.). Maidenhead: Open University Press.
5. Blackmore, P., & Blackwell, R. (2006). Strategic leadership in academic development. Studies in Higher Education, 31, 373–387.
6. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). London: Allyn & Bacon.
7. Brecher, B. (2005). Complicity and modularisation: How universities were made safe for the market. Critical Quarterly, 47, 1–2.
8. Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide. San Francisco, CA: Jossey-Bass.
9. Errington, E. (2004). The impact of teacher beliefs on flexible learning innovation: Some practices and possibilities for academic developers. Innovations in Education and Teaching International, 41, 39–47.
10. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
11. Fraser, S., & Bosanquet, A. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31, 269–284.
12. Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
13. Harden, R. M., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21, 141–143.
14. Healey, M., Bradford, M., Roberts, C., & Knight, Y. (2011). Collaborative discipline-based curriculum change: Applying change academy processes at department level. International Journal of Academic Development, 18(1), 1–14.
15. Hubball, H., & Gold, N. (2007). The scholarship of curriculum practice and undergraduate program reform: Theory–practice integration. Retrieved from http://www.cte.hawaii.edu/handouts/HH_NG_Ch1_2.pdf
16. Hunt, C. (2011). National strategy for higher education to 2030: Report of the strategy group. Dublin: Department of Education and Skills. Retrieved from http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf
17. Jenkins, A. (1996). Discipline-based educational development. International Journal for Academic Development, 1, 50–62.
18. Land, R., Meyer, J. H. F., & Smith, J. (2008). Threshold concepts within the disciplines. Rotterdam: Sense Publications.
19. Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning. New York, NY: Routledge.
20. Neary, M. (2002). Curriculum studies in post compulsory and adult education: A teacher’s and student teacher’s study guide. Cheltenham: Nelson Thornes.
21. O’Neill, G. (2010). Initiating curriculum revision: Exploring the practices of educational developers. International Journal for Academic Development, 15, 61–71.
22. Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum foundations, principles and issues (5th ed.). Boston, MA: Allyn and Bacon.
23. Popham, W. J. (2007). The lowdown on learning progressions. The Prepared Graduate, 64, 83–84.
24. Robinson, K. J. (2011). The rise of choice in the U.S. University and College: 1910–2005. Sociological Forum, 26, 601–622.
25. Schönwetter, D. J., Sokal, L., Friesen, M., & Taylor, K. L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7, 83–97.
26. Stark, J. S. (2000). Planning introductory college courses: Content, context and form. Instructional Science, 28, 413–438.
27. Stephenson, J., & Yorke, M. (1998). Creating the conditions for the development of capability. In J. Stephenson & M. Yorke (Eds.), Capability and quality in higher education (pp. 193–225). London: Kogan Page.
28. Sumsion, J., & Goodfellow, J. (2004). Identifying generic skills through curriculum mapping: A critical evaluation. Higher Education Research and Development, 23, 329–346.
29. Sundberg, M. D., DeAngelis, P., Havens, K., Zorn-Arnold, B., Kramer, A. T., Holsinger, K., … Stritch, L. (2011). Perceptions of strengths and deficiencies: Disconnects between graduate students and prospective employers. BioScience, 61, 133–138.
30. Toohey, S. (1999). Designing courses for higher education. Buckingham: SRHE and Open University Press.
31. Trow, M. (1992). Class, race and higher education in America. In E. Margolis (Ed.), The hidden curriculum in higher education (pp. 355–403). Cambridge: Cambridge University Press.
32. Vidic, B., & Weitlauf, H. M. (2002). Horizontal and vertical integration of academic disciplines in the medical school curriculum. Clinical Anatomy, 15, 233–235.
33. Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: Open University Press.
34. Ziegenfuss, D. (2007). A phenomenographic analysis of course design in the academy. Journal of Ethnographic & Qualitative Research, 2, 70–79.