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Strategic Curriculum Change in Universities


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Table of Contents

1. The Networked Curriculum 2. Achieving curriculum coherence: Curriculum design and delivery as social practice 3. A tradition of reform: The curriculum at Brown University 4. Curriculum Organisation and Outcomes 5. Transforming Student Learning: Undergraduate curriculum reform at The University of Hong Kong 6. Shaping the curriculum: a characteristics approach 7. Assessment in curriculum change 8. Enabling change: processes and resources 9. People and change: Academic work and leadership 10. The whole-of-institution curriculum renewal undertaken by the University of Melbourne, 2005-2011 11. Supporting change through development and evaluation 12. The physical and virtual environment for learning 13. Curriculum structure as a key variable affecting performance in higher education: The case of South Africa 14. Towards more successful curriculum change

About the Author

Professor Paul Blackmore joined King's College London in November 2007 as Professor of Higher Education and Director of King's Learning Institute. Before this he established and directed a Centre for Academic Practice at the University of Warwick from 1995 for over ten years before becoming Professor of Higher Education and Director of the Centre for the Study of Higher Education at Coventry University. Paul established a national Standing Conference on Academic Practice (SCAP) in 1996, a group with a shared interest in a holistic view of academic expertise. Dr Camille B. Kandiko joined King's Learning Institute at King's College London as a Research Associate in January 2008. She contributes to the Institute's research agenda by bringing an international perspective to research on curriculum change, assessment of PhD supervision, concept mapping pedagogy and the study of interdisciplinarity and interprofessionalism.

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