Trans-disciplinarity and curriculum space in health sciences education master's programmes

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dc.contributor.authorBitzer, Elien_ZA
dc.date.accessioned2017-06-01T12:39:08Z
dc.date.available2017-06-01T12:39:08Z
dc.date.issued2011
dc.descriptionCITATION: Bitzer, E. 2011. Trans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmes, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 183-193. doi:10.18820/9781920338671/08.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: The level of complexity of modern-day challenges demands a wider approach than discipline-specific measures can provide (Max-Neef 2005). These measures no longer suffice when they involve major environmental, human and social challenges. Also, relatively minor challenges such as emerging health issues, how to provide students with powerful learning opportunities and how to facilitate learning in particular social and institutional contexts are difficult to solve at the disciplinary level. Most of these challenges require trans-disciplinary approaches. Ironically, many higher education institutions still maintain mono-disciplinary courses and programmes and expect of students to do the transfer and integration of knowledge among disciplines or fields of study themselves. Moreover, the situation is not solved by creating teams of ‘specialists’ to address complex problems. An accumulation of visions or insights might emerge from each participating discipline, but an integrating synthesis is not achieved through the accumulation of ‘different brains’. Integration and synthesis rather seem to be more productive ‘within each of the brains’ (Max-Neef 2005:5) and thus higher education programmes need to be oriented in ways that make trans-disciplinary knowledge possible. In this chapter the concepts of ‘trans-disciplinarity’ and ‘curriculum space’ are discussed in the context of a cross-faculty coursework and research master’s programme where these concepts are seen as being represented by the possibilities and realities of curriculum integration (Nowotny 2006) as well as by the problem-solving characteristics of the curriculum in question.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationBitzer, E. 2011. Trans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmes, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 183-193. doi:10.18820/9781920338671/08.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/08
dc.identifier.urihttp://hdl.handle.net/10019.1/101674
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challengesen_ZA
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dc.relation.haspartChallenges for Curriculum in a Contemporary South Africaen_ZA
dc.relation.haspartCritical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lensen_ZA
dc.relation.haspartInforming Curriculum Developments in Health Sciences: A Delphi Method Inquiryen_ZA
dc.relation.haspartInquiring the Curriculum in Higher Education: A Limited (South African) Perspectiveen_ZA
dc.relation.haspartIntroductory Chapteren_ZA
dc.relation.haspartThe University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approachen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101676
dc.relation.urihttp://hdl.handle.net/10019.1/101678
dc.relation.urihttp://hdl.handle.net/10019.1/101679
dc.relation.urihttp://hdl.handle.net/10019.1/101680
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101683
dc.rights.holderAFRICAN SUN MeDIAen_ZA
dc.subjectTrans-disciplinary research in Health Sciencesen_ZA
dc.subjectEducation, Higher -- South Africaen_ZA
dc.subjectCurriculum -- Researchen_ZA
dc.titleTrans-disciplinarity and curriculum space in health sciences education master's programmesen_ZA
dc.typeChapters in Booksen_ZA
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