Engaging the Curriculum in Higher Education

By R. Barnett. 2004

650 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/219e3866f992d36a2e0f17797d46e6cc21e094a2

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1. P. Sutton
2. L. Leach
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4. Philippa Butler
5. T. Jessop
6. Graham R. Gibbs
7. M. Wihlborg
8. Yassein El Hakim

Citations in the corpus

• Improving student engagement: Ten proposals for action (2010, background): “Education can foster such feelings and offer learning that is useful beyond the workplace (Barnett and Coate, 2005; McMahon and Portelli, 2004). To help build social and cultural capital of ‘minority’ students institutions must adapt to the ways, knowledge and ontologies of other than mainstream gro”
• Beyond hard outcomes: ‘soft’ outcomes and engagement as student success (2010, background): “Active engagement creates students who make legitimate knowledge claims in a world of uncertainty, act in the world by engaging effectively with others and have a firm sense of themselves (Barnett and Coate 2005). McMahon and Portelli (2004) offer a democratic-critical conception that goes beyond vi”
• Student engagement: students' and teachers' perceptions (2014, background): “Barnett and Coate (2005) expand this critique by distinguishing between operational and ontological engagement.”
• Conceptualizing feedback literacy: knowing, being, and acting (2012, methodology): “Synthesising the Academic Literacies approach with the congruent work of Barnett & Coate (2005), and Barnett (2007a, 2007b), becoming feedback literate, I argue, is experienced by some learners as both a complex and challenging process.”
• The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, background): “It might also challenge programme teams to pay more attention to curriculum development, of which assessment is a key part, and which has been described as conceptually weak in higher education (Barnett and Coate 2005; Knight 2001).”
• Revealing the Hidden Curriculum in Higher Education (2018, unknown): “The HC concept is designed to explore exactly these effects, by uncovering differences between ‘curriculum as designed and curriculum in action’ (Barnett & Coate 2005: 3), i.e. inconsistencies between a school’s formal standards and the subtext communicated among school actors about ‘what really…”
• Internationalising the content of higher education: the need for a curriculum perspective (2010, background): “While Svensson’s focus lies on transnational cultural flows, Barnett (2004) is concerned with the complexities and ambiguities that ensue.”