NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021624
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1356-2517
Interdisciplinary Content, Contestations of Knowledge and Informational Transparency in Engineering Curriculum
Barnard, Sarah; Hassan, Tarek; Dainty, Andrew; Bagilhole, Barbara
Teaching in Higher Education, v18 n7 p748-760 2013
With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing importance. In this paper, we explore the role of programme content in prospective students' decision-making and describe the prevalence of interdisciplinary content in civil engineering curricula. Following this, we detail student perceptions of interdisciplinary content. It is found that universities currently operate a varied approach to transparency regarding curriculum; students pay little attention to programme content before embarking on their chosen degree; and engineering students view interdisciplinary content in the curriculum with ambivalence, usually ascribing its necessity in the preparation for post-university employment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom