Complexity and curriculum: a process approach to curriculum-making

Knight, Peter T. (2001). Complexity and curriculum: a process approach to curriculum-making. Teaching in Higher Education, 6(3) 369 -381.

DOI: https://doi.org/10.1080/13562510120061223

Abstract

It is argued that the complex learning with which higher education institutions are concerned is best promoted by coherent curricula. However, curriculum coherence is not widespread. Outcomes-led rational curriculum planning offers one way of creating coherent curricula, but it is argued that, despite its appeal, it is a poor approach to adopt. An alternative, process model of curriculum creation is described and claims are made about the advantages it can have as an approach to planning coherent learning programmes.

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