Knowing and becoming in the higher education curriculum

By R. Barnett. 2009

440 citations recorded by the source corpus.

Subfields: Education, Family Practice, Philosophy

View Paper: https://www.semanticscholar.org/paper/40c88c03b3c37c32b9f80ad71e4fc44b413182a5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Anna-Maija Poikkeus
2. Helena Rasku-Puttonen
3. Sue Darwent
4. Simon Brooman

Citations in the corpus

• The student voice in higher education curriculum design: is there value in listening? (2015, background): “Although there continue to be challenges to the purpose and form of HE curricula, the focus group method remains a useful vehicle to develop intrinsic aspects of student engagement with all curricula in terms of, for example, attendance, commitment, enthusiasm and direct involvement (Barnett, 2009).”
• Assessing agency of university students: validation of the AUS Scale (2017, background): “Developing tools to identify the factors that support or constrain students’ agency is pivotal in order to improve higher education teaching practices and respond to the demands of lifelong learning (e.g. Barnett 2009; Case 2013; Su 2011) and professional work (see Eteläpelto et al. 2014).”