The Flexible Degree: More time for what?

The Flexible Degree:More time for what?

CHED Research Seminar Series

15 April 2015

We have to distinguish between equity of access, and equity of opportunity and outcomes. While access may be secured through various mechanisms, equity of opportunity and outcomes depend crucially on supportive institutional environments and cultures, appropriate curricula and learning and teaching strategies and effective induction, and mentoring. The challenge of opportunity must be viewed as “part of a wider project of democratising access to knowledge,” which means providing students “epistemological access” (Morrow, 1993:3). This epistemological access is critical to student success, to transforming a ‘race’ and gender-inscribed occupational structure, and to the role of the university “in a new democracy such as South Africa” (Boughey, 2008). Badat, S 2015

Social justice for the mass of students will continue to be compromised unless there is willingness to address and decisively overcome the opposition among academic staff to critical engagement with the “educational process in higher education – including curriculum frameworks, the assumptions on which these are based, course design, and approaches to delivery and assessment” (Scott et al, 2007:73). Badat, S. 2015

Rationale for the Study….essential to the success of this

reform and its goal of improving student

success is how the structure enables

a different kind of curriculum.

Key research question

How is the Flexible degree/diploma curriculum different from the

status quo – either the existing Bachelors/Diplomas or the Extended

Degree/Diploma programme?

More time for what?

Design of studyAnalysis at two levels:• Curriculum reform discourses

• 4YD as South African case study

• 4YD: Principles of design • Exemplars & Institutional case studies: UJ, UFH, CPUT, UCT• Phase 1 – Design principles for exemplars• Phase 2 – Design principles for cases studies

Phase 1 -- Exemplars Interviews with exemplar leaders and other task team members:• BA/BSocSci – 1• BSci – 2 • BEng -- 2 • Dip Eng – 1 • B Com -- 1 + 3 person focus group

More time for what? …essential to the success of this reform and its goal of improving student success is how the structure enables a different kind of curriculum….what is fundamentally different about the extended curriculum structure is that it must enable epistemic access and development.

Epistemological access….one of the key purposes of higher education is to produce knowledgeable citizens then it follows that one of its core functions has to be to give students access to knowledge, access to ‘epistemic values’ – that is, the forms of inquiry of the disciplines. (Morrow 2009)

The role of theory• Making the implicit theoretical understandings explicit

• Re-framing the data through a particular set of theoretical tools

• Offering the theoretical tools as a language for further curriculum development work

Theoretical propositions

Curriculum structure which enables epistemic access and

development (EAD)

Prop 1Epistemic access

means access to the ‘know that (propositional) and ‘know how (procedural)

knowledge of the discipline/s which

constitute a degree/diploma.

• Propositional K• Procedural K

Prop 2Because different disciplines are constituted by

different knowledge structures, epistemic access and development

(i.e. epistemic progression) across, for example, a science degree is different to that of humanities

degree.

• Hierarchical KS• Horizontal KS

Prop 3Because different

degrees have different purposes, the epistemic progression across, for example, a formative

degree such as Science or Humanities will be different to that of a

vocational or professional degree

such as a Bachelors or Diploma of Engineering.

• Conceptual/contextual logic or purpose or coherence

• Singulars/regions • Collection/integrated code

Implications for Cur Dev

Given the differences of knowledge structures and qualification types, a Flexible degree structure which enables epistemic access will necessitate different models of curriculum.

More time for what? Curriculum structure (general)

The articulation gap between schooling and higher education sector

Key (epistemic) transitions beyond first year

Broadening the curriculum to meet the needs of the local and global contemporary world

Curriculum Models: Metaphors

Stretch

Wrap Thicken

Thicken & Broaden

Weave

Science Hum Engineering

Commerce Dip Eng

B Science Features:

• Know that & Know how

• Made up of singulars

• Hierarchical KS • Collection code• Conceptual logic

Curriculum model: Stretch • Strengthen conceptual foundations

• Strengthen sequence of conceptual building blocks

• Making explicit the know-how’s

• Redistribution of load: stretch in two places

B HumCurriculum model: Wrap

• ‘Know-that’ is more arbitrary

• Strengthen foundation in ‘literacy practices’

• Progression more in developing language/theory/’gaze’ to make sense of texts/practices

Augmentation/Wrap

Features:

• Know that & Know how

• Made up of singulars

• Horizontal KS • Conceptual logic • Acquisition of the “gaze”

B EngFeatures:Know that & Know howHierarchical KS at Foundations Shift from conceptual to contextual logic Epistemic transitions up the degree

Curriculum model: ThickenStrong conceptual foundationsDevelopmental courses that support the epistemic transitions Model: thickening, scaffolding,

B ComFeatures:• Know that & Know how

• Hierarchical & Horizontal KS at Foundations

• Integrated code• Conceptual and contextual logic

Curriculum Model: Thicken and broadenStrong conceptual foundationsStrong contextual orientation from FoundationDevelopmental courses that support contextual transitions

PG Dip EngFeatures:• Know that and know how

• Hierarchical KS at foundations

• Strong contextual logic form foundation

Curriculum model: weave• Strengthen conceptual foundations

• Strengthen application to problem-solving

• Progression in increasing complexity of theory/practice integration

Tensions in curriculum reformOrientation of the problem: retrospective vs. prospectiveSpecialization: ‘knowledge’ or ‘knowers’Progression: conceptual or contextual Autonomy: who is in control of curriculum and according to whose principles/purposes (e.g. service providers vs service users)

Policy advice – Take 1• 4YD policy must be approved• A slow staged approach

– Start with one qualification (BScience)– Stage 1 – baseline assessment of existing extended degree programmes (2015)

– Stage 2 – national collaborative work on key courses in AY 1&2 (2016-2017)

– At same time – Develop the diagnostic/placement potential of NBT

– Implementation 2020

Policy advice – Take 2• ‘New generation’ extended degree

• What would it take to ‘normalize’ the extended degree at UCT? With increasing flexibility for different kinds of under-preparedness?– Lobbying for more/dif uses of foundation grant

– More research on predicting ‘risk’ for placement (strengthening use of NBT)