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Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum

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journal contribution
posted on 12.06.2015, 10:24 authored by Sarah BarnardSarah Barnard, Tarek HassanTarek Hassan, Andrew Dainty, Barbara Bagilhole
With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing importance. In this paper, we explore the role of programme content in prospective students’ decision-making and describe the prevalence of interdisciplinary content in civil engineering curricula. Following this, we detail student perceptions of interdisciplinary content. It is found that universities currently operate a varied approach to transparency regarding curriculum; students pay little attention to programme content before embarking on their chosen degree; and engineering students view interdisciplinary content in the curriculum with ambivalence, usually ascribing its necessity in the preparation for post-university employment

Funding

The research leading to these results has received funding from the European Commission's Seventh Framework Programme FP7/2007–2013 under grant agreement no 230376 – research project HELENA.

History

School

  • Architecture, Building and Civil Engineering

Published in

TEACHING IN HIGHER EDUCATION

Volume

18

Issue

7

Pages

748 - 760 (13)

Citation

BARNARD, S. et al, 2013. Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum. Teaching in Higher Education, 18 (7), pp. 748 - 760

Publisher

© Taylor & Francis Ltd

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2013

Notes

This article is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education, available online at: http://www.tandfonline.com/doi/abs/10.1080/13562517.2013.836089

ISSN

1356-2517

Language

en