The University curriculum as engaging with external non-academic communities: a grounded theory inquiry approach

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dc.contributor.authorSmith-Tolken, Antoinetteen_ZA
dc.date.accessioned2017-06-01T13:41:46Z
dc.date.available2017-06-01T13:41:46Z
dc.date.issued2011
dc.descriptionCITATION: Smith-Tolken, A. 2011. The University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approach, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 349-369. doi:10.18820/9781920338671/18.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractENGLISH SUMMARY : INTRODUCTION: The university curriculum needs to be central to South African higher education debates. Curricular content is expected to be commensurate with the expectations of a wide array of stakeholders of which students, their parents, the government and future employers of students are but a few (Botha 2009). This array of expectations and the consequences for curriculum design, however, make any discussion on the curriculum a complex matter and hence a worthwhile topic to research. Curriculum design is the incubator of the curriculum and has been established as one of the sub-fields of higher education studies (Bitzer & Wilkinson 2009). Community engagement, a further sub-field of higher education, has recently emerged and is closely connected to curriculum design of specifically experiential learning-based curricula. Such curricula which complement vocational training as prescribed by professional boards, thus bringing students in touch with practice, may contribute to students developing a sense of social responsibility towards society as a whole (Smith-Tolken 2010). Experiential learning pedagogies are based on engaging students in experiences that enhance learning. Community work may be one such vehicle that can provide such experiences. When these experiences are structured as part of the curriculum to foster social responsibility and provide exposure to practice in their field of study, such pedagogies add more complexity to curriculum design.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationSmith-Tolken, A. 2011. The University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approach, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 349-369. doi:10.18820/9781920338671/18.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/18
dc.identifier.urihttp://hdl.handle.net/10019.1/101683
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challengesen_ZA
dc.relation.haspartA Small-Scale Classroom Research Approach to Curriculum Renewalen_ZA
dc.relation.haspartAcademic Literacy as a Graduate Attribute: Implications for Thinking about 'Curriculum'en_ZA
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.haspartTrans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmesen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101679
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101680
dc.relation.urihttp://hdl.handle.net/10019.1/101676
dc.relation.urihttp://hdl.handle.net/10019.1/101678
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101674
dc.subjectMedical education -- South Africaen_ZA
dc.subjectMedicine -- Study and teaching (Higher) -- Curriculaen_ZA
dc.subjectCurriculum inquiryen_ZA
dc.titleThe University curriculum as engaging with external non-academic communities: a grounded theory inquiry approachen_ZA
dc.typeChapters in Booksen_ZA
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