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Identifying curricular tensions in a technology innovation doctoral programme

Citation

Mackie, SA and Thongpravati, O, Identifying curricular tensions in a technology innovation doctoral programme, Innovations in Education and Teaching International, 56, (2) pp. 130-139. ISSN 1470-3300 (2019) [Refereed Article]

Copyright Statement

Copyright 2017 Informa UK Limited

DOI: doi:10.1080/14703297.2017.1329094

Abstract

This project investigated the curriculum of a new industrycollaborative PhD in technology innovation. While the programme was in its early stages, we focused on conceptualising its curricular design with the aim of unpacking its complexity and, where possible, mitigating its tensions. The use of an activity theory framework to delineate the learning environment led to our envisioning the doctoral curriculum as an ‘instrument’ in the educational activity system. In our exploration of tacit and explicit understandings of the curriculum, we found areas of productive tension reflecting competing pressures on the stakeholders in the system, including the programme’s candidates. These tensions mainly relate to integrative and accelerated aspects of the programme and the multi-disciplinarity of its research focus. Our report on these findings will contribute to the programme’s evaluation, as well as informing ongoing curriculum refinement.

Item Details

Item Type:Refereed Article
Keywords:Industry-collaborative PhD, biotechnology PhD, activity theory
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Assessment and Evaluation of Curriculum
UTAS Author:Thongpravati, O (Dr Onnida Thongpravati)
ID Code:135462
Year Published:2019
Deposited By:TSBE
Deposited On:2019-10-22
Last Modified:2019-11-11
Downloads:0

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