Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3090
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dc.contributor.authorBath, Debraen
dc.contributor.authorSmith, Calvinen
dc.contributor.authorStein, Sarahen
dc.contributor.authorSwann, Richarden
dc.date.accessioned2009-11-17T09:59:00Z-
dc.date.issued2004-
dc.identifier.citationHigher Education Research and Development, 23(3), p. 313-328en
dc.identifier.issn1469-8366en
dc.identifier.issn0729-4360en
dc.identifier.urihttps://hdl.handle.net/1959.11/3090-
dc.description.abstractWith increasing importance being placed on the development of generic skills in higher education, institutions are espousing, as part of their mission and objectives, which generic skills their graduates achieve, and teachers are being required to document how their courses and programs support the development of those skills and attributes. The mapping of opportunities for development of graduate attributes in the planned curriculum thus plays an important role in relation to quality assurance and reporting processes, and embedding these opportunities in curricula may ensure alignment between the espoused curriculum and the taught curriculum. But are these processes enough to ensure that what is espoused and enacted through the curriculum is aligned with what students experience and learn? This issue is addressed here through a case study of a team of university teachers at one Australian institution who went beyond the mapping and embedding of graduate attributes in their courses of study, and engaged in a process of action learning to create a valid and living curriculum for the development of graduate attributes.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofHigher Education Research and Developmenten
dc.titleBeyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculumen
dc.typeJournal Articleen
dc.identifier.doi10.1080/0729436042000235427en
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameDebraen
local.contributor.firstnameCalvinen
local.contributor.firstnameSarahen
local.contributor.firstnameRicharden
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930399 Curriculum not elsewhere classifieden
local.profile.schoolTeaching and Learning Centreen
local.profile.emailsstein@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:2068en
local.publisher.placeUnited Kingdomen
local.format.startpage313en
local.format.endpage328en
local.peerreviewedYesen
local.identifier.volume23en
local.identifier.issue3en
local.title.subtitleBringing together quality assurance and action learning to create a validated and living curriculumen
local.contributor.lastnameBathen
local.contributor.lastnameSmithen
local.contributor.lastnameSteinen
local.contributor.lastnameSwannen
dc.identifier.staffune-id:ssteinen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:3173en
dc.identifier.academiclevelAcademicen
local.title.maintitleBeyond mapping and embedding graduate attributesen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://nla.gov.au/anbd.bib-an23746740en
local.search.authorBath, Debraen
local.search.authorSmith, Calvinen
local.search.authorStein, Sarahen
local.search.authorSwann, Richarden
local.uneassociationUnknownen
local.year.published2004en
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