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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/17826

Title: Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum
Authors: Barnard, Sarah
Hassan, Tarek M.
Dainty, Andrew R.J.
Bagilhole, Barbara
Keywords: Interdisciplinary content
Higher education
Issue Date: 2013
Publisher: © Taylor & Francis Ltd
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
Abstract: 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
Description: 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
Sponsor: 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.
Version: Accepted for publication
DOI: 10.1080/13562517.2013.836089
URI: https://dspace.lboro.ac.uk/2134/17826
Publisher Link: http://dx.doi.org/10.1080/13562517.2013.836089
ISSN: 1356-2517
Appears in Collections:Published Articles (Architecture, Building and Civil Engineering)

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