The Creation of Productive Curriculum Design Interactions between Academics and Non-academics
This paper falls under the following themes and sub-themes: Theme 3: Environmental designs: the future of the university, its links to work and identity Theme 4: Education as learning by design: educational reform and curriculum design. The design of higher education curricula which take account of society beyond the university necessarily involves negotiation between academics and non-academics. Each group consists of a loosely bound community of practice. Negotiations between the communities range from support of current practices to the production of new, hybrid objects which speak to both communities and are potentially generative. Empirical evidence suggests that the productivity of interactions depends on the degree of difference between propositions raised by the different communities. Where the degree of difference of propositions is high the potential for productivity is also high; where difference is low or very high then the potential for productivity is low. The author theorises the conditions necessary for productive curriculum interactions between academics and non-academics in terms of increasing difference or novelty being matched by decreasing communicability of the ideas, a concept drawn from organisational and entrepreneurial studies.
Keywords: Tertiary curriculum, Communities of practice, productive interactions
Dr. James Garraway
Academic Developer, Educational Development, Cape Peninsula University of Technology