Curriculum Development in the Higher Education Literature: A Synthesis Focusing on Construction Management Programmes
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| Title: | Curriculum Development in the Higher Education Literature: A Synthesis Focusing on Construction Management Programmes |
|---|---|
| Language: | English |
| Authors: | Posillico, John J., Edwards, David J. (ORCID |
| Source: | Industry and Higher Education. Aug 2022 36(4):456-470. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Curriculum Development, Higher Education, Educational Research, Periodicals, Authors, Journal Articles, Construction Management |
| DOI: | 10.1177/09504222211044894 |
| ISSN: | 0950-4222 2043-6858 |
| Abstract: | This research first contextualises curriculum development in higher education institutions (HEIs) before focusing specifically on construction management programmes in order to engender wider polemic discourse and new insights into current provisions. The overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within inductive reasoning, to critically analyse extant literature as a secondary data source, with each publication representing a unit of analysis. Thematic groupings of research activity are then clustered and interconnections between researchers and research themes are identified using bibliometrics. The findings illustrate that while curriculum development in HEIs has received increasing scrutiny and attention, there is a notable lack of connectivity among the studies conducted. This lack of a cohesive body of knowledge is exacerbated by the prevailing academic notion of 'individualism and self' vis-a-vis the 'collective team'. This leads to an emergent working hypothesis, namely, that bespoke curriculum development occurs within an 'every person for themselves' mentality. Cumulatively, these issues reported upon serve to illustrate a fundamental absence of a clear agenda for curriculum development in construction management programmes. In turn, this finding underscores the urgent need for a more prominent collaborative and global community of practice to optimise future educational provisions. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346923 |
| Database: | ERIC |
| Abstract: | This research first contextualises curriculum development in higher education institutions (HEIs) before focusing specifically on construction management programmes in order to engender wider polemic discourse and new insights into current provisions. The overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within inductive reasoning, to critically analyse extant literature as a secondary data source, with each publication representing a unit of analysis. Thematic groupings of research activity are then clustered and interconnections between researchers and research themes are identified using bibliometrics. The findings illustrate that while curriculum development in HEIs has received increasing scrutiny and attention, there is a notable lack of connectivity among the studies conducted. This lack of a cohesive body of knowledge is exacerbated by the prevailing academic notion of 'individualism and self' vis-a-vis the 'collective team'. This leads to an emergent working hypothesis, namely, that bespoke curriculum development occurs within an 'every person for themselves' mentality. Cumulatively, these issues reported upon serve to illustrate a fundamental absence of a clear agenda for curriculum development in construction management programmes. In turn, this finding underscores the urgent need for a more prominent collaborative and global community of practice to optimise future educational provisions. |
|---|---|
| ISSN: | 0950-4222 2043-6858 |
| DOI: | 10.1177/09504222211044894 |
