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The contested curriculum: academic learning and employability in higher education

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

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The contested curriculum: academic learning and employability in higher education. / Speight, Sarah; Lackovic, Natasa; Cooker, Lucy .
In: Tertiary Education and Management, Vol. 19, No. 2, 15.01.2013, p. 112-126.

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

Harvard

Speight, S, Lackovic, N & Cooker, L 2013, 'The contested curriculum: academic learning and employability in higher education', Tertiary Education and Management, vol. 19, no. 2, pp. 112-126. https://doi.org/10.1080/13583883.2012.756058

APA

Speight, S., Lackovic, N., & Cooker, L. (2013). The contested curriculum: academic learning and employability in higher education. Tertiary Education and Management, 19(2), 112-126. https://doi.org/10.1080/13583883.2012.756058

Vancouver

Speight S, Lackovic N, Cooker L. The contested curriculum: academic learning and employability in higher education. Tertiary Education and Management. 2013 Jan 15;19(2):112-126. doi: 10.1080/13583883.2012.756058

Author

Speight, Sarah ; Lackovic, Natasa ; Cooker, Lucy . / The contested curriculum : academic learning and employability in higher education. In: Tertiary Education and Management. 2013 ; Vol. 19, No. 2. pp. 112-126.

Bibtex

@article{9b643d1cd55345fc9997334a0f11cbf8,
title = "The contested curriculum: academic learning and employability in higher education",
abstract = "This article explores the discourse of employability in higher education by investigating the understanding of different stakeholder groups (students, staff, employers) of the University of Nottingham (UK and China), and their fit to each other and to the educational literature. It finds that, while theories of life-long or life-wide learning position employability as an outcome of a holistic curriculum embracing both discipline and employability, stakeholders perceive learning for employability as a threat to disciplinary learning. The results suggest that to progress significant curriculum development in support of employability, a greater consensus of stakeholder views is needed with a deeper sympathy towards the integration of academic learning and employability. The article concludes with an assessment of the re-envisioning needed by Nottingham and other universities as they prepare students for an {"}employability{"} fit for purpose in a twenty-first century characterized by change and challenge. ",
keywords = "employability, curriculum design and development , strategic planning, undergraduate study",
author = "Sarah Speight and Natasa Lackovic and Lucy Cooker",
year = "2013",
month = jan,
day = "15",
doi = "10.1080/13583883.2012.756058",
language = "English",
volume = "19",
pages = "112--126",
journal = "Tertiary Education and Management",
issn = "1358-3883",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - The contested curriculum

T2 - academic learning and employability in higher education

AU - Speight, Sarah

AU - Lackovic, Natasa

AU - Cooker, Lucy

PY - 2013/1/15

Y1 - 2013/1/15

N2 - This article explores the discourse of employability in higher education by investigating the understanding of different stakeholder groups (students, staff, employers) of the University of Nottingham (UK and China), and their fit to each other and to the educational literature. It finds that, while theories of life-long or life-wide learning position employability as an outcome of a holistic curriculum embracing both discipline and employability, stakeholders perceive learning for employability as a threat to disciplinary learning. The results suggest that to progress significant curriculum development in support of employability, a greater consensus of stakeholder views is needed with a deeper sympathy towards the integration of academic learning and employability. The article concludes with an assessment of the re-envisioning needed by Nottingham and other universities as they prepare students for an "employability" fit for purpose in a twenty-first century characterized by change and challenge.

AB - This article explores the discourse of employability in higher education by investigating the understanding of different stakeholder groups (students, staff, employers) of the University of Nottingham (UK and China), and their fit to each other and to the educational literature. It finds that, while theories of life-long or life-wide learning position employability as an outcome of a holistic curriculum embracing both discipline and employability, stakeholders perceive learning for employability as a threat to disciplinary learning. The results suggest that to progress significant curriculum development in support of employability, a greater consensus of stakeholder views is needed with a deeper sympathy towards the integration of academic learning and employability. The article concludes with an assessment of the re-envisioning needed by Nottingham and other universities as they prepare students for an "employability" fit for purpose in a twenty-first century characterized by change and challenge.

KW - employability

KW - curriculum design and development

KW - strategic planning

KW - undergraduate study

U2 - 10.1080/13583883.2012.756058

DO - 10.1080/13583883.2012.756058

M3 - Journal article

VL - 19

SP - 112

EP - 126

JO - Tertiary Education and Management

JF - Tertiary Education and Management

SN - 1358-3883

IS - 2

ER -