Abstract

VAN ZYL, H. M.; BURGER, Y.; CARSTENS, L.  and  GEYSER, M.. Curriculum design as an enabler of student involvement and success in higher education. S. Afr. J. High. Educ. [online]. 2020, vol.34, n.5, pp.177-191. ISSN 1753-5913.  http://dx.doi.org/10.20853/34-5-4267.

Quality assurance, promotion, and the success of students are core drivers in Higher Education. Students shifted from being receivers in the knowledge transfer process of Higher Education to active co-producers in the learning process, which makes students more involved in the quality assurance process today than they were in the past. This shift requires curriculum developers of programmes to not only understand the nature of the change in the students' role in Higher Education but also to anticipate future changes in their role. The Mode 1, Mode 2 and Mode 3 models of knowledge production are useful systems to help curriculum designers understand this daunting task. This research conducts a theoretical exploration into students' shift in knowledge production as they engage with the curriculum in higher education, which explores the different modes of knowledge production. The exploratory research includes practical curriculum examples that highlight the changes in the structures of control, characteristics, and practicalities of the different modes, changes in assessment strategies, changes in teacher-student relationships, and the inclusion of other role-players such as industry and society. The first mode of knowledge production is a disciplinary and homogeneity model, with the second mode shifting to a transdisciplinary, heterogeneous, transient, and more systemic model which includes industry stakeholders, with a permeable boundary. The third mode of knowledge production is situated in the fourth industrial revolution space and looks at the combined future of science, knowledge, and technology.

Keywords : modes of knowledge production; quality assurance; student involvement; systemic integration; futures.

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