Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective

Muller, A.; Mkhonto, T.J.

dc.contributor.author	Mkhonto, T.J.
dc.contributor.author	Muller, A.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein
dc.date.accessioned	2015-09-23T12:16:34Z
dc.date.available	2015-09-23T12:16:34Z
dc.date.issued	2009
dc.date.issued	2009
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/523
dc.description	Published Article	en_US
dc.description.abstract	Higher education curriculum reform is a worldwide phenomenon induced by both the internal and external environments of higher education functioning. While a variety of factors are attributed to these changing environments, this paper focuses mainly on the epistemological domain characterising these changes. As the fundamental "business" of higher education, "knowledge" is perceived in this discussion as the essential terrain in which the competing global-local (glocal) interests and concerns unfold. Based on a case study model of two higher educational institutions with traditionally disparate academic cultures, the paper concludes with a trilogy of models posited as facilitating space for epistemological diversity.	en_US
dc.format.extent	2 305 109 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 7, Issue 1
dc.subject	Curriculum reform / transformation	en_US
dc.subject	Epistemological diversity	en_US
dc.subject	Higher education	en_US
dc.subject	Africanisation	en_US
dc.title	Challenges facing higher education curriculum reform, design, and management in the 21st century : an epistemological perspective	en_US
dc.type	Article	en_US
dc.rights.holder	Central University of Technology, Free State, Bloemfontein