Curriculum innovation in higher education. How are innovation policies managed in (re-)designing undergraduate degree programs in Chile?
One of the ongoing concerns in the national agenda in Chile is ensuring quality in higher education. In order to strengthen quality, some institutions have implemented curriculum redesign processes as a selectivity criterion and for the purpose of allocating both internal and external resources. How...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/53121 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/53121 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum research Curriculum models Curriculum planning Curriculum design Educational innovation Higher education Investigación curricular Modelos curriculares Planeación curricular Diseños curriculares Innovación educativa Educación superior |
| Sumario: | One of the ongoing concerns in the national agenda in Chile is ensuring quality in higher education. In order to strengthen quality, some institutions have implemented curriculum redesign processes as a selectivity criterion and for the purpose of allocating both internal and external resources. However, it is not clear whether the intended quality standards have been reached. This work started with a content analysis focusing on a variety of academic publications regarding curriculum innovation. This generated a set of analytical-comprehensive categories that were used to research seven undergraduate curriculum redesign experiences. Among other aspects, findings suggest that –against what the official discourse claims– curriculum innovation is only implemented partially, and also implies some planning and very little collaborative work. |
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