Curriculum governance in the professions: where is the locus of control for decision-making?

References

• Allais, Stephanie. 2014. Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. Rotterdam, The Netherlands: Springer.
   Google Scholar
• Barnett, Michael. 2006. “Vocational Knowledge and Vocational Pedagogy.” In Knowledge, Curriculum and Qualifications for South African Further Education, edited by Michael Young and Jeanne Gamble, 143–157. Cape Town: HSRC Press.
   Google Scholar
• Bartlett, Lesley, and Frances Katherine Vavrus. 2017. Rethinking Case Study Research: A Comparative Approach. New York: Routledge, Taylor & Francis Group.
   Google Scholar
• Bernstein, Basil. 1975. Class, Codes and Control: Towards a Theory of Educational Transmission. London: Routledge.
   Google Scholar
• Bernstein, Basil. 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Oxford: Rowman & Littlefield.
   Google Scholar
• Brankovic, Jelena. 2018a. “How Do Meta-Organizations Affect Extra-Organizational Boundaries? The Case of University Associations.” In Toward Permeable Boundaries of Organizations?, edited by Leopold Ringel, Petra Hiller, and Charlene Zietsma, 259–281. Bingley: Emerald Publishing Limited.
   Google Scholar
• Brankovic, Jelena. 2018b. “The Status Games They Play: Unpacking the Dynamics of Organisational Status Competition in Higher Education.” Higher Education 75 (4): 695–709. doi:10.1007/s10734-017-0169-2.
   Web of Science ®Google Scholar
• Briggs, Charlotte L. 2002. “Models of Curriculum Governance: A Research Agenda.” https://www.researchgate.net/publication/237618180_MODELS_OF_CURRICULUM_GOVERNANCE_A_RESEARCH_AGENDA.
   Google Scholar
• Caron, Brandiff, Govind Gopakumar, Deborah Dysart-Gale, and Matthew Harsh. 2014. “Navigating a Constitutional Moment: Reflections on Implementing Graduate Attributes in Canadian Engineering Education.” Engineering Studies 6 (1): 44–61. doi:10.1080/19378629.2014.905790.
   Web of Science ®Google Scholar
• Case, Jennifer M. 2014. “Problematizing Curriculum: Contemporary Debates on Engineering Education.” In Knowledge, Expertise and the Professions, edited by Johan Muller and Michael Young, 143–156. New York: Routledge.
   Google Scholar
• Case, Jennifer M. 2017. “The Historical Evolution of Engineering Degrees: Competing Stakeholders, Contestation Over Ideas, and Coherence Across National Borders.” European Journal of Engineering Education 42 (6): 974–986. doi:10.1080/03043797.2016.1238446.
   Web of Science ®Google Scholar
• Donnelly, Michael, and Andrea Abbas. 2018. “Using the Sociology of Basil Bernstein in Higher Education Research.” In Vol. 2 of Theory and Method in Higher Education Research, edited by Jeroen Huisman and Malcolm Tight, 1–17. Bingley: Emerald Publishing Limited.
   Google Scholar
• Hanrahan, Hu. 2009. “Toward Consensus Global Standards for Quality Assurance of Engineering Programmes.” In Engineering Education Quality Assurance, edited by Arun Patil and Peter Gray, 51–71. Boston: Springer.
   Google Scholar
• Hanrahan, Hu. 2014. “The Evolution of Engineering Knowledge.” In Knowledge, Expertise and the Professions, edited by Michael Young and Johan Muller, 109–127. New York: Routledge.
   Google Scholar
• Hardy, Cynthia. 1990. “Strategy and Context: Retrenchment in Canadian Universities.” Organization Studies 11 (2): 207–237. doi:10.1177/017084069001100203.
   Web of Science ®Google Scholar
• Hardy, Cynthia. 1996. Politics of Collegiality: Retrenchment Strategies in Canadian Universities. Montreal, QC & Kingston, ON: McGill-Queen’s Press-MQUP.
   Google Scholar
• Harvey, Lee. 2004. “The Power of Accreditation: Views of Academics.” Journal of Higher Education Policy and Management 26 (2): 207–223. doi:10.1080/1360080042000218267.
   Google Scholar
• Harvey, Lee, and Selena Mason. 1995. The Role of Professional Bodies in Higher Education Quality Monitoring. Birmingham: QHE, Centre for Research into Quality.
   Google Scholar
• Harwood, Jonathan. 2006. “Engineering Education Between Science and Practice: Rethinking the Historiography.” History and Technology 22 (1): 53–79. doi:10.1080/07341510500497210.
   Google Scholar
• Hordern, Jim. 2014. “How is Vocational Knowledge Recontextualised?” Journal of Vocational Education & Training 66 (1): 22–38. doi:10.1080/13636820.2013.867524.
   Google Scholar
• Hordern, Jim. 2016. “Regions and Their Relations: Sustaining Authoritative Professional Knowledge.” Journal of Education and Work 29 (4): 427–449. doi:10.1080/13639080.2014.958653.
   Web of Science ®Google Scholar
• Krause, Kerri-Lee D. 2022. “Vectors of Change in Higher Education Curricula.” Journal of Curriculum Studies 54 (1): 38–52. doi:10.1080/00220272.2020.1764627.
   Web of Science ®Google Scholar
• Lattuca, Lisa R., and Joan S. Stark. 2011. Shaping the College Curriculum: Academic Plans in Context. San Fransisco: John Wiley & Sons.
   Google Scholar
• Lennon, Mary Catherine, and Brian Frank. 2014. “Learning Outcomes Assessments in a Decentralised Environment: The Canadian Case.” In Higher Education Learning Outcomes Assessment: International Perspectives, edited by Hamish Coates, 89–112. Frankfurt: Peter Lang.
   Google Scholar
• Lucena, Juan, Gary Downey, Brent K. Jesiek, and Sharon Elber. 2008. “Competencies Beyond Countries: The Re-Organization of Engineering Education in the United States, Europe, and Latin America.” Journal of Engineering Education 97 (4): 433–447. doi:10.1002/j.2168-9830.2008.tb00991.x.
   Web of Science ®Google Scholar
• Muller, Johan. 2009. “Forms of Knowledge and Curriculum Coherence.” Journal of Education and Work 22 (3): 205–226. doi:10.1080/13639080902957905.
   Google Scholar
• Seely, Bruce E. 1993. “Research, Engineering, and Science in American Engineering Colleges: 1900–1960.” Technology and Culture 34 (2): 344–386. doi:10.2307/3106540.
   Web of Science ®Google Scholar
• Seely, Bruce E. 1999. “The ‘Imbalance’ of Theory and Practice in American Engineering Education: Reforms and Changes, 1920–1980.” Icon 5: 40–63.
   Google Scholar
• Shay, Suellen. 2013. “Conceptualizing Curriculum Differentiation in Higher Education: A Sociology of Knowledge Point of View.” British Journal of Sociology of Education 34 (4): 563–582. doi:10.1080/01425692.2012.722285.
   Web of Science ®Google Scholar
• Shay, Suellen. 2014. “Curriculum in Higher Education: Beyond False Choices.” In Thinking About Higher Education, edited by Paul Gibbs and Ronald Barnett, 139–155. London: Springer.
   Google Scholar
• Shay, Suellen. 2015. “Curriculum Reform in Higher Education: A Contested Space.” Teaching in Higher Education 20 (4): 431–441.
   Web of Science ®Google Scholar
• Shay, Suellen. 2016. “Curricula at the Boundaries.” Higher Education 71 (6): 767–779. doi:10.1007/s10734-015-9917-3.
   Web of Science ®Google Scholar
• Shay, Suellen. 2019. “Understanding the Gap: A Realist Investigation. Cambridge Symposium on Knowledge in Education. Cambridge, UK. July 2019.
   Google Scholar
• Singh, Parlo. 2002. “Pedagogising Knowledge: Bernstein’s Theory of the Pedagogic Device.” British Journal of Sociology of Education 23 (4): 571–582. doi:10.1080/0142569022000038422.
   Web of Science ®Google Scholar
• Timmermans, Stefan, and Iddo Tavory. 2012. “Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis.” Sociological Theory 30 (3): 167–186. doi:10.1177/0735275112457914.
   Web of Science ®Google Scholar
• Wheelahan, Leesa. 2007. “How Competency-Based Training Locks the Working Class out of Powerful Knowledge: A Modified Bernsteinian Analysis.” British Journal of Sociology of Education 28 (5): 637–651. doi:10.1080/01425690701505540.
   Web of Science ®Google Scholar
• Wolmarans, Nicky, K. Luckett, and Jennifer M. Case. 2016. “Investigating Principles of Curriculum Knowledge Progression: A Case Study of Design in a Civil Engineering Degree Programme.” In Pedagogic Rights and Democratic Education: Bernsteinian Explorations of Curriculum, Pedagogy and Assessment, edited by Philippe Vitale and Beryl Exley, 87–102. New York: Routledge.
   Google Scholar
• Yin, Robert K. 2013. Case Study Research. 5th ed. Los Angeles: Sage Publications.
   Google Scholar