Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Sources of complexity in participatory curriculum development : an activity system and stakeholder analysis approach to the analyses of tensions and contradictions. / Alexander, Ian Keith; Hjortsø, Carsten Nico Portefée.

In: Higher Education, Vol. 77, No. 2, 2019, p. 301–322.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Alexander, IK & Hjortsø, CNP 2019, 'Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions', Higher Education, vol. 77, no. 2, pp. 301–322. https://doi.org/10.1007/s10734-018-0274-x

APA

Alexander, I. K., & Hjortsø, C. N. P. (2019). Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions. Higher Education, 77(2), 301–322. https://doi.org/10.1007/s10734-018-0274-x

Vancouver

Alexander IK, Hjortsø CNP. Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions. Higher Education. 2019;77(2):301–322. https://doi.org/10.1007/s10734-018-0274-x

Author

Alexander, Ian Keith ; Hjortsø, Carsten Nico Portefée. / Sources of complexity in participatory curriculum development : an activity system and stakeholder analysis approach to the analyses of tensions and contradictions. In: Higher Education. 2019 ; Vol. 77, No. 2. pp. 301–322.

Bibtex

@article{825a81fb389340159b6aa1d97908ed10,
title = "Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions",
abstract = "The purpose of this article is to contribute to a better understanding of the nature of participatory curriculum development in higher education institutions. We conducted a longitudinal case study that scrutinized an international participatory curriculum development process. Our research spanned six universities across four countries in Africa. We used cultural-historical activity theory as a theoretical lens to identify the critical tensions underlying the curriculum development activity. Six primary contradictions and four secondary contradictions were identified. These tensions were mainly rooted in issues concerning stakeholder relations, rule rigidity, and resource availability. We integrate a stakeholder perspective and discuss how practitioners who seek to design and implement effective participatory curriculum development processes can benefit from applying a combination of activity system and stakeholder analyses during planning as well as implementation stages.",
author = "Alexander, {Ian Keith} and Hjorts{\o}, {Carsten Nico Portef{\'e}e}",
year = "2019",
doi = "10.1007/s10734-018-0274-x",
language = "English",
volume = "77",
pages = "301–322",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer",
number = "2",

}

RIS

TY - JOUR

T1 - Sources of complexity in participatory curriculum development

T2 - an activity system and stakeholder analysis approach to the analyses of tensions and contradictions

AU - Alexander, Ian Keith

AU - Hjortsø, Carsten Nico Portefée

PY - 2019

Y1 - 2019

N2 - The purpose of this article is to contribute to a better understanding of the nature of participatory curriculum development in higher education institutions. We conducted a longitudinal case study that scrutinized an international participatory curriculum development process. Our research spanned six universities across four countries in Africa. We used cultural-historical activity theory as a theoretical lens to identify the critical tensions underlying the curriculum development activity. Six primary contradictions and four secondary contradictions were identified. These tensions were mainly rooted in issues concerning stakeholder relations, rule rigidity, and resource availability. We integrate a stakeholder perspective and discuss how practitioners who seek to design and implement effective participatory curriculum development processes can benefit from applying a combination of activity system and stakeholder analyses during planning as well as implementation stages.

AB - The purpose of this article is to contribute to a better understanding of the nature of participatory curriculum development in higher education institutions. We conducted a longitudinal case study that scrutinized an international participatory curriculum development process. Our research spanned six universities across four countries in Africa. We used cultural-historical activity theory as a theoretical lens to identify the critical tensions underlying the curriculum development activity. Six primary contradictions and four secondary contradictions were identified. These tensions were mainly rooted in issues concerning stakeholder relations, rule rigidity, and resource availability. We integrate a stakeholder perspective and discuss how practitioners who seek to design and implement effective participatory curriculum development processes can benefit from applying a combination of activity system and stakeholder analyses during planning as well as implementation stages.

U2 - 10.1007/s10734-018-0274-x

DO - 10.1007/s10734-018-0274-x

M3 - Journal article

VL - 77

SP - 301

EP - 322

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 2

ER -

ID: 196913867