n South African Journal of Higher Education - Crafting appropriate curricula in TNIs : an integrative critical analysis
|Article Title||Crafting appropriate curricula in TNIs : an integrative critical analysis|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of South Africa and 2 University of Botswana|
|Publication Date||Jan 2013|
|Pages||522 - 533|
|Keyword(s)||Critical ontology, Multiculturalism, Multiracial, Social presence, Socio-cultural context and Transnational perspectives|
The plethora of technological advancements in different communities across the world has created a scenario in which higher education institutions (HEIs) have decided to enhance their global appeal by making their programmes available to transnational students. Globalisation and the resultant growth of multinational corporations that demand skilled labour have also fuelled the emergence of transnational education (TNE) and its associated transnational institutions (TNIs). This global phenomenon has compelled TNIs to revisit their curricula design processes. The marketisation of education, driven by issues of globalisation has motivated some traditionally single mode face-to-face HEIs to reconsider their teaching and learning strategies in order to remain relevant. This rethinking of strategy has obviously impacted on curriculum reform in response to TNE demands. This article endeavours to explore how TNIs take cognisance of the perspectives of multiracial and multicultural societies in crafting curricula that appeal to divergent student populations. It is argued that the rich and powerful capitalist (Western) forces will remain dominant in the creation of knowledge systems, while keeping the less privileged cultural influences on the periphery. The study used critical ontology (Foucault 1983) to assess the relationship between knowledge and power and their impact on the crafting of curricula for transnational students.
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