Citations (38)
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Velda McCune, Rebekah Tauritz, Sharon Boyd, Andrew Cross, Peter Higgins & Jenny Scoles. (2023) Teaching wicked problems in higher education: ways of thinking and practising. Teaching in Higher Education 28:7, pages 1518-1533.
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Ya-Wen Tseng, Francisco Rowe & Eric S. Lin. (2023) An Elon Musk generalist or a specialist? The impacts of interdisciplinary learning on post-graduation outcomes. Studies in Higher Education 0:0, pages 1-26.
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J. Annala, J. Lindén, M. Mäkinen & J. Henriksson. (2023) Understanding academic agency in curriculum change in higher education. Teaching in Higher Education 28:6, pages 1310-1327.
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Annemarie Joubert & Marianne Reid. (2023) Knowledge, skills, and training of community health workers to contribute to interprofessional education: a scoping review. Journal of Interprofessional Care 0:0, pages 1-11.
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Malcolm Tight. (2023) The curriculum in higher education research: A review of the research literature. Innovations in Education and Teaching International 0:0, pages 1-14.
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Rebecca Turner, Debby Cotton, David Morrison & Pauline Kneale. (2022) Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project. Teaching in Higher Education 0:0, pages 1-17.
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Sanna Honkimäki, Päivikki Jääskelä, Joachim Kratochvil & Päivi Tynjälä. (2022) University-wide, top-down curriculum reform at a Finnish university: perceptions of the academic staff. European Journal of Higher Education 12:2, pages 153-170.
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David K. Diehl, Dominique Tunzi & Robert Marx. (2022) On contexts and cores: is there a core body of knowledge taught in social context of education courses?. Teaching in Higher Education 27:1, pages 70-83.
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J. Annala, M. Mäkinen, J. Lindén & J. Henriksson. (2022) Change and stability in academic agency in higher education curriculum reform. Journal of Curriculum Studies 54:1, pages 53-69.
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Kerri-Lee D. Krause. (2022) Vectors of change in higher education curricula. Journal of Curriculum Studies 54:1, pages 38-52.
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Sophie Ward. (2021) Education at the end of history: A response to Francis Fukuyama. Educational Philosophy and Theory 53:2, pages 160-170.
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Christina Kgari-Masondo & Jabulisile Ngwenya. (2020) Lecturers’ reflections on the teaching of social sciences in a multidisciplinary context at a university in South Africa. Reflective Practice 21:2, pages 198-209.
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Jisun Jung. (2020) The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management 42:2, pages 134-156.
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Claire Englund. (2018) Exploring interdisciplinary academic development: the Change Laboratory as an approach to team-based practice. Higher Education Research & Development 37:4, pages 698-714.
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Suellen Shay & Tai Peseta. (2016) A socially just curriculum reform agenda. Teaching in Higher Education 21:4, pages 361-366.
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Articles from other publishers (23)
Louise McAteer, Joseph Roche & Áine M. Kelly. (2023) Renewing an undergraduate science curriculum for the 21st century. Frontiers in Education 8.
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Olaide Agbaje. (2023) Curriculum reform in African higher education: solving society’s problems and meeting its needs. Curriculum Perspectives.
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Annemarie Joubert & Marianne Reid. (2023) Knowledge, skills, and training community health workers require to contribute to an interprofessional learning initiative. International Journal of Africa Nursing Sciences 18, pages 100531.
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Kate O'ConnorKate O’Connor. 2022. Unbundling the University Curriculum. Unbundling the University Curriculum
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David D Lent, Korenna M Estes & Alexandria K Hansen. (2021) Increasing Faculty Involvement in the Undergraduate Interdisciplinary Learning Experience. Integrative and Comparative Biology 61:3, pages 1002-1012.
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Eduardo Perez-Molina & Cristian Mejia. (2021) Assessment of technology integration based on patent analysis — Three archetypal case studies: Computer generated animation, regenerative medicine and computer tomography. World Patent Information 66, pages 102058.
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Jessica K. Abbonizio & Susie S. Y. Ho. (2020) Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability. Sustainability 12:21, pages 8898.
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Mario Fernando, Stephen Fox, Ruwan Bandara & Daniel Hartley. (2020) Lowering the walls: an integrative approach to first-year undergraduate business education. Journal of International Education in Business 13:2, pages 275-295.
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Louise Puslednik & Patrick C Brennan. (2020) An Australian-based authentic science research programme transforms the 21st century learning of rural high school students. Australian Journal of Education 64:2, pages 98-112.
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Victoria Millar. (2020) Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum. Science & Education 29:4, pages 929-948.
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Despina Catapoti, Despina Andriopoulou & Polina Nikolaou. (2020) What makes a Cultural Heritage Expert?: Bridging the Gap between Higher Education and Professional Practice in Greece. Journal of Eastern Mediterranean Archaeology and Heritage Studies 8:2, pages 123-140.
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Srinivas Sulugodu Ramachandra, Sylvia Western J & Khairiyah Abdul Muttalib. (2020) Balancing assessment of depth and breadth in the dental curriculum: A bi-dimensional assessment strategy. Journal of Oral Biology and Craniofacial Research 10:2, pages 54-58.
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Yvonne Haigh & Siobhan O’Sullivan. (2019) Introduction to the special issue of teaching public policy in Australia. Teaching Public Administration 38:1, pages 3-11.
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Poh-Sun Seow, Gary Pan & Grace Koh. (2019) Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment. The International Journal of Management Education 17:1, pages 62-76.
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Dmitry Palekhov, Ludmila Palekhova, Michael Schmidt & Berthold Hansmann. 2019. Sustainable Global Value Chains. Sustainable Global Value Chains
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Akram Ramezanzadeh & Saeed Rezaei. (2018) The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors. Teaching and Teacher Education 74, pages 137-145.
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Albrecht Karlusch, Wolfgang Sachsenhofer & Kathrin Reinsberger. (2018) Educating for the development of sustainable business models: Designing and delivering a course to foster creativity. Journal of Cleaner Production 179, pages 169-179.
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Matthews Tiwaone Mkandawire, Felix Kondwani Maulidi, James Sitima & Zubing Luo. (2018) Who Should Be Deciding What to Be Taught in Schools? Perspectives From Secondary School Teacher Education in Malawi. Journal of Medical Education and Curricular Development 5, pages 238212051876790.
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Victoria Millar. 2018. Reconfiguring Knowledge in Higher Education. Reconfiguring Knowledge in Higher Education
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Davide Donina, Marco Seeber & Stefano Paleari. (2017) Inconsistencies in the Governance of Interdisciplinarity: the Case of the Italian Higher Education System. Science and Public Policy 44:6, pages 865-875.
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Veronica McGowan. (2017) Higher Education Institutional Transparency of General Education Competencies, Assessment Measures, and Analysis of Assessment Data. The Journal of General Education 66:3-4, pages 252-282.
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