n South African Journal of Higher Education - Mapping our way to coherence, alignment and responsiveness
|Article Title||Mapping our way to coherence, alignment and responsiveness|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 Cape Peninsula University of Technology and 2 Cape Peninsula University of Technology|
|Publication Date||Jan 2012|
|Pages||282 - 299|
Transformation of higher education in South Africa has resulted in an ongoing need to reflect critically on the relevance and responsiveness of higher education curricula. This article describes two inter-related aspects of curriculum mapping, namely the mapping process and the mapping tool. Based on a case study of a career-oriented business qualification, curriculum data such as subject guides are analysed, followed by a discussion on the findings that emanated from this analysis. Using a constructivist framework, the article argues how challenges, such as a lack of staff participation, a teacher-centred technicist approach to curriculum design, as a result of past curriculum development practices at Universities of Technology, can be addressed by using curriculum mapping both as a process and tool for curriculum review. We shall argue in this article that curriculum mapping, both as a process and a tool will encourage higher education lecturers to consider these key issues when designing curricula:
- What do we teach?
- Why do we teach what we teach?
- What do our students learn?
- How do our students learn?
- How do we assess what students have learned?
- How well should students perform in these assessment tasks to show that they have achieved the intended learning outcomes?
Article metrics loading...