The curriculum challenge in business schools, post GFC: What, and who really matters?

Waite, K

The curriculum challenge in business schools, post GFC: What, and who really matters?

Waite, K

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Publisher:: The Quality Assurance Agency for Higher Education
Publication Type:: Conference Proceeding
Citation:: Enhancement and innovation in higher education conference, 2013, pp. 44 - 53
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Waite, K https://orcid.org/0000-0001-8851-7423	en_US
dc.contributor.editor	Education, TQAAFH	en_US
dc.date	2013-06-11	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	Enhancement and innovation in higher education conference, 2013, pp. 44 - 53	en_US
dc.identifier.isbn	978 1 84979 916 4	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27347
dc.description.abstract	In late 2008, just after the onset of the Global Financial Crisis, a large Australian business school embarked on a curriculum renewal process. I was a member of the panel, and the project became the site of my PhD study. My research showed that discourses relating to managerial, business/competitive and global issues are highly evident. What is far less evident is a discussion of the student as a learner, a particular issue with trends in technology creating a new ''species'' of student - a ''singularity'' of human and machine. The paper attempts to demonstrate that higher education curriculum change includes a layered set of discursive practices, and that the topics of these discursive practices are as likely to be the organisation, as about the student experience of curriculum. Challenges and opportunities related to researching the practice of curriculum renewal are raised.	en_US
dc.publisher	The Quality Assurance Agency for Higher Education	en_US
dc.relation.ispartof	Enhancement and innovation in higher education conference	en_US
dc.title	The curriculum challenge in business schools, post GFC: What, and who really matters?	en_US
dc.type	Conference Proceeding
utslib.location	Glasgow Scotland	en_US
utslib.location.activity	Glasgow Scotland	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
dc.location.activity	Glasgow Scotland	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-06-13	en_US
pubs.place-of-publication	Glasgow Scotland	en_US
pubs.start-date	2013-06-11	en_US

Abstract:

In late 2008, just after the onset of the Global Financial Crisis, a large Australian business school embarked on a curriculum renewal process. I was a member of the panel, and the project became the site of my PhD study. My research showed that discourses relating to managerial, business/competitive and global issues are highly evident. What is far less evident is a discussion of the student as a learner, a particular issue with trends in technology creating a new ''species'' of student - a ''singularity'' of human and machine. The paper attempts to demonstrate that higher education curriculum change includes a layered set of discursive practices, and that the topics of these discursive practices are as likely to be the organisation, as about the student experience of curriculum. Challenges and opportunities related to researching the practice of curriculum renewal are raised.

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http://hdl.handle.net/10453/27347