NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072162
Record Type: Journal
Publication Date: 2015-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0018-1560
The Future of Knowledge and Skills in Science and Technology Higher Education
Muller, Johan
Higher Education: The International Journal of Higher Education Research, v70 n3 p409-416 Sep 2015
This paper begins from the assumption that "knowledge specialisation and differentiation" will continue to increase, and that these features of contemporary STEM knowledge will increasingly pose questions which science and engineering education must address. Two typical responses are outlined. The first response, the default position, has come to be known as "traditionalism," a minimal response that attempts to shore up a high-selectivity, low curriculum change elite template by means of repair services, which is where Academic Development in the universities began. The second response, a "progressive" one reacting to traditionalism, strove to put the learner and the act of learning in the spotlight, inadvertently thereby foregrounding skills and backgrounding the knowledge to be taught and learnt. The paper goes on to discuss de-differentiating features of this second response and argues that this will over time undermine the capacity of the university to deal effectively with rapidly evolving specialisation and differentiation. The paper concludes by considering a third way to address the issue.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A