Processes and patterns of responsiveness to the world of work in higher education institutions

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dc.contributor.advisorRip, Arie
dc.contributor.advisorThaver, Beverley
dc.contributor.authorGarraway, James.
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-10-24T11:55:57Z
dc.date.accessioned2024-05-28T08:03:33Z
dc.date.available2009/10/30 08:43
dc.date.available2009/10/30
dc.date.available2013-10-24T11:55:57Z
dc.date.available2024-05-28T08:03:33Z
dc.date.issued2007
dc.descriptionDoctor Educationisen_US
dc.description.abstractThe thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal; the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15350
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectIndustry and educationen_US
dc.subjectCareer educationen_US
dc.subjectCurriculaen_US
dc.subjectEducationen_US
dc.subjectCooperativeen_US
dc.subjectVocational educationen_US
dc.titleProcesses and patterns of responsiveness to the world of work in higher education institutionsen_US
dc.typeThesisen_US

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