During the last decade, curriculum has received increasing attention in higher education (HE).The implementation of the Bologna Process affected university curricula around Europe, and globally there have been some major curriculum transformations (Blackmore and Kandiko 2012).In 2005, Barnett and Coate proposed that curriculum should be one of the key concepts in discourse on HE.They introduced an idea of curriculum as engagement, where the cornerstone of university study is the student's process of coming to know.It is through curriculum that the core of the discipline is put into practice.Thus there are huge expectations of curriculum in regard to students' learning, universities and society, and it is recognised as one of the most notable means of having influence on HE, both educationally and politically.Being an important concept, we are interested in how curriculum has been approached in HE research during the last ten years.In this systematic literature review we present a comprehensive and critical view of the state of studies on curriculum in HE.Our aim is twofold: first, to deepen the understanding of the wide arrayand disarrayof studies on curriculum; and, second, to discuss the different conceptualisations of curriculum.On the basis of the concepts arising from curriculum studies, we develop an analytical framework to identify the curriculum conceptions and ideas in the reviewed articles.
Stored only when both papers are in the corpus — 191 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.