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Complexity and curriculum : a process approach to curruculum-making.

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Complexity and curriculum : a process approach to curruculum-making. / Knight, P.
In: Teaching in Higher Education, Vol. 6, No. 3, 07.2001, p. 369-381.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Knight, P 2001, 'Complexity and curriculum : a process approach to curruculum-making.', Teaching in Higher Education, vol. 6, no. 3, pp. 369-381. https://doi.org/10.1080/13562510120061223

APA

Knight, P. (2001). Complexity and curriculum : a process approach to curruculum-making. Teaching in Higher Education, 6(3), 369-381. https://doi.org/10.1080/13562510120061223

Vancouver

Knight P. Complexity and curriculum : a process approach to curruculum-making. Teaching in Higher Education. 2001 Jul;6(3):369-381. doi: 10.1080/13562510120061223

Author

Knight, P. / Complexity and curriculum : a process approach to curruculum-making. In: Teaching in Higher Education. 2001 ; Vol. 6, No. 3. pp. 369-381.

Bibtex

@article{145e9ce1e2804e5a99771dbf78b5a67a,
title = "Complexity and curriculum : a process approach to curruculum-making.",
abstract = "It is argued that the complex learning with which higher education institutions are concerned is best promoted by coherent curricula. However, curriculum coherence is not widespread. Outcomes-led rational curriculum planning offers one way of creating coherent curricula, but it is argued that, despite its appeal, it is a poor approach to adopt. An alternative, process model of curriculum creation is described and claims are made about the advantages it can have as an approach to planning coherent learning programmes.",
author = "P. Knight",
year = "2001",
month = jul,
doi = "10.1080/13562510120061223",
language = "English",
volume = "6",
pages = "369--381",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Complexity and curriculum : a process approach to curruculum-making.

AU - Knight, P.

PY - 2001/7

Y1 - 2001/7

N2 - It is argued that the complex learning with which higher education institutions are concerned is best promoted by coherent curricula. However, curriculum coherence is not widespread. Outcomes-led rational curriculum planning offers one way of creating coherent curricula, but it is argued that, despite its appeal, it is a poor approach to adopt. An alternative, process model of curriculum creation is described and claims are made about the advantages it can have as an approach to planning coherent learning programmes.

AB - It is argued that the complex learning with which higher education institutions are concerned is best promoted by coherent curricula. However, curriculum coherence is not widespread. Outcomes-led rational curriculum planning offers one way of creating coherent curricula, but it is argued that, despite its appeal, it is a poor approach to adopt. An alternative, process model of curriculum creation is described and claims are made about the advantages it can have as an approach to planning coherent learning programmes.

U2 - 10.1080/13562510120061223

DO - 10.1080/13562510120061223

M3 - Journal article

VL - 6

SP - 369

EP - 381

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 3

ER -