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Teaching in Higher Education
Critical Perspectives
Volume 21, 2016 - Issue 4: Curriculum as Contestation
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Articles

‘I take engineering with me': epistemological transitions across an engineering curriculum

Christine Winberga Faculty of Education, Cape Peninsula University of Technology, Cape Town, South AfricaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6234-7358
ORCID Icon,
Simon Winbergb Department of Electrical Engineering, University of Cape Town, Cape Town, South AfricaORCID Iconhttps://orcid.org/0000-0001-5809-2372
ORCID Icon,
Cecilia Jacobsc Centre for Teaching and Learning, University of Stellenbosch, Stellenbosch, South AfricaORCID Iconhttps://orcid.org/0000-0001-7384-9775
ORCID Icon,
James Garrawayd Fundani Centre for Higher Education Development, Cape Peninsula University of Technology, Cape Town, South AfricaORCID Iconhttps://orcid.org/0000-0002-2420-0467
ORCID Icon &
Penelope Engel-Hillse Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South AfricaORCID Iconhttps://orcid.org/0000-0002-1084-769X
ORCID Icon
Pages 398-414 | Received 11 Oct 2015, Accepted 26 Feb 2016, Published online: 16 Mar 2016

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Read on this site (5)

Karin Wolff, Karel Kruger, Robert Pott & Nico de Koker. (2023) The conceptual nuances of technology-supported learning in engineering. European Journal of Engineering Education 48:5, pages 802-821.
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Johanna Annala. (2022) Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions. Teaching in Higher Education 27:8, pages 1084-1102.
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Anette Lykke Hindhede & Karin Højbjerg. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education 0:0, pages 1-16.
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David Lowe, Tom Goldfinch, Anthony Kadi, Keith Willey & Tim Wilkinson. (2022) Engineering graduates professional formation: the connection between activity types and professional competencies. European Journal of Engineering Education 47:1, pages 8-29.
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Patrick Locke & Karl Maton. (2019) Serving two masters: how vocational educators experience marketisation reforms. Journal of Vocational Education & Training 71:1, pages 1-20.
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Articles from other publishers (7)

Johanna Annala. (2022) What knowledge counts—boundaries of knowledge in cross-institutional curricula in higher education. Higher Education 85:6, pages 1299-1315.
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Peitong Duan, Jiawen Xiang, Huijun Niu & Caiqin Han. (2023) Construction of Evaluation Index for Chinese Engineering Undergraduates Based on CIPP Model. SAGE Open 13:1, pages 215824402211494.
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Chaham Alalouch. (2021) Cognitive Styles, Gender, and Student Academic Performance in Engineering Education. Education Sciences 11:9, pages 502.
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Wesley Doorsamy & Pitshou Bokoro. (2019) On the use of semantics for curriculum development of new Engineering Technology Programme. On the use of semantics for curriculum development of new Engineering Technology Programme.
Wesley Doorsamy & Kershree Padayachee. (2019) Conceptualising the knower for a new engineering technology curriculum. Journal of Engineering, Design and Technology 17:4, pages 808-818.
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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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Chandra Mouli Vemury, Oliver Heidrich, Neil Thorpe & Tracey Crosbie. (2018) A holistic approach to delivering sustainable design education in civil engineering. International Journal of Sustainability in Higher Education 19:1, pages 197-216.
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