Can Self-Responsible Education be Transposed into other Cultural Frames?
DOI:
https://doi.org/10.31907/2617-121X.2020.04.01.4Keywords:
Moscow, Lomonosov, quality assurance, transdisciplinary, interparadigmatic, global studies, curriculum, dialogic learning, discursive learning, globalization, Graz University, Global Studies Consortium, quality criteria, transdisciplinary education.Abstract
In the face of globalization, the question arises if educational and didactic strategies based on self-responsibility and self-motivation can be easily transposed to other countries, in order to prevent international crises at an early stage by means of communication of opposing standpoints.
This chapter reflects experiences made at the Moscow-based Lomonosov University during a period of guest-lecturing in 2019, and analyses the response encountered from local students. Within three courses, namely on "Climate Change and Climate Models", "European Cooperation" and a "Dissertation Seminar on Globalization", response of students to requirements of self-directed learning, study, and analysis was predominantly poor and weak.
The hypothesis is provided that student activity rates are generally couched in a society's overall inclination to take civic responsibility versus perceiving the self as a victim of outside, hostile forces.
As a background to such comparison, the developmental "Global Studies" (GS) curriculum at Graz University, Austria is taken as an example for a transdisciplinary approach and quality monitoring based on QA criteria. Such criteria are developed in the present article.
References
Ahamer, G. (2005). "Surfing global change": How didactic visions can be implemented. Campus-Wide Information Systems, 22(5), 298-319. https://doi.org/10.1108/10650740510632217
Ahamer, G. (2006). Surfing global change: Negotiating sustainable solutions. Simulation & Gaming – an International Journal, 37(3), 380-397. https://doi.org/10.1177/1046878106287772
Ahamer, G. (2008). Im Spiegelkabinett unterschiedlicher Entwicklungsvorstellungen. Journal für Entwicklungspolitik, 24(3), 56-76, see http://www.mattersburgerkreis.at/jep/ 20083.php#ahamer.
Ahamer, G. (2011) How technologies can localize learners in a multicultural space. International Journal of Technology and Educational Marketing, 1(2), 1-24. https://doi.org/10.4018/ijtem.2011070101
Ahamer, G., Kumpfmüller, K. A., & Hohenwarter, M. (2011). Web-based exchange of views enhances "Global Studies". Campus-Wide Information Systems, 28(1), 16-40. https://doi.org/10.1108/10650741111097278
Ahamer, G. (2012a). The jet principle: Technologies provide border conditions for global learning. Multicultural Education & Technology Journal, 6(3), 177-210. https://doi.org/10.1108/17504971211254010
Ahamer, G. (2012c), Stellungnahme zum Entwicklungsplan 2013-18 aus Sicht eines langfristigen Ausbaus von „Global Studies“ an der KFU Graz. Graz, 9.3.2012. unterstützt vom Vorsitzenden der Curricula-Kommission und der Studienrichtungsvertretung, 6 Seiten.
Ahamer, G. (2012d), Learn Multicultural Responsibility by Global Studies. Multicultural Education and Technologies Journal, 6(4), 216-217. https://doi.org/10.1108/metj.2012.32206daa.001
Ahamer, G. (2013b), A Planet-Wide Information System. Campus-Wide Information Systems, Volume 30 issue 5, 369- 378. https://doi.org/10.1108/CWIS-08-2013-0032
Ahamer, G. (2013c), How Technologies Can Localize Learners in Multicultural Space: A Newly Developed “Global Studies” Curriculum. In P. Tripathi, & S. Mukerji (Eds.), Marketing Strategies for Higher Education Institutions: Technological Considerations and Practices (pp. 103-127). IGI Global, Hershey, PA: Business Science Reference. https://doi.org/10.4018/978-1-4666-4014-6.ch008
Ahamer, G. (2014a), Quality assurance in transnational education management – the developmental “Global Studies” curriculum. In: Handbook of Research on Transnational Higher Education Management, S. Mukerji and P. Tripathi (eds.), Advances in Higher Education and Professional Development (AHEPD) Book Series, IGI Global Publishers, USA, volume I, chapter 15, pp. 259-302, 2014. https://doi.org/10.4018/978-1-4666-4458-8.ch015
Ahamer, G. (2014b), GISS and GISP facilitate higher education and cooperative learning design. In: Handbook of Research on Transnational Higher Education Management, S. Mukerji and P. Tripathi (eds.), Advances in Higher Education and Professional Development (AHEPD) Book Series, IGI Global Publishers, USA, volume I, chapter 1, pp. 1-21, 2014. https://doi.org/10.4018/978-1-4666-4458-8.ch001
Ahamer, G. (2014c), Global Studies means Forward-Looking. Campus-Wide Information Systems, Volume 31, issue 2/3, 78-81. https://doi.org/10.1108/CWIS-01-2014-0001
Ahamer, G. (2014d), Multi-disciplinary didactics for curricula of ‘Global Studies’. In: Ilyin, I. et al. (eds.) Globalistics and Globalization Studies 2014: Aspects & Dimensions of Global Views, Volgograd: ‘Uchitel’ Publishing House, Russia, pp. 243-268, see http://www.sociostudies.org/books/globalistics_ and_globalization_studies_3/ and https://books.google.at/ books?id=lVMPBAAAQBAJ and http://www.socionauki.ru/ book/files/globalistics_and_globalization_studies_3/243- 268.pdf.
Ahamer, G. (2014e), Evolutionary bloom: collation of data on long-term evolutionary process in the world. MSU Bulletin – Series XXVII Globalistics and Geopolitics, Volume 2014, Issue 3/4, pp. 25-35, ISSN 0201–7385, Lomonosov Moscow State University, Moscow, Russia, see http://msupublishing.ru/index.php?option=com_content&view =article&id=356&Itemid=100123.
[Original citation in Russian language: Ахамер Г. (2014), Эволюционный расцвет: обобщение данных о долгосрочных эволю-ционных процессах в мире. Вестник Московского университета, Серия XXVII: Глобалистика и геополитика, № 3/4, 25-35, Издательство Московского университета МГУ.]
Ahamer, G. & Kumpfmüller, K.A. (2014), An educational program for development in responsibility – Partnership hedges globalization. In: S. Mukerji & P. Tripathi (eds.) Handbook of Research on Transnational Higher Education Management), Advances in Higher Education and Professional Development (AHEPD) Book Series, IGI Global Publishers, USA, volume II, chapter 27, pp. 526-584, 2014, https://doi.org/10.4018/978-1-4666-4458-8.ch027
Ahamer, G. (2015a), Quality Assurance in Transnational Education Management: The Developmental “Global Studies” Curriculum. In: Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, (pp. 1271-1313). Hershey, PA: Information Science Reference. https://doi.org/10.4018/978-1-4666-8246-7.ch069
Ahamer, G. (2015b), T5: Tackle the Task of a Transition through Technological Targets. International Journal of Technology and Educational Marketing, 5(1), 1-14. https://doi.org/10.4018/ijtem.2015010101
Ahamer, G. (2015c), Mapping Global Dynamics – Geographic Perspectives from Local Pollution to Global Evolution. Springer, Dordrecht.
Ahamer, G. (2015d), Applying student-generated theories about global change and energy demand. International Journal of Information and Learning Technology, 32(5), 258- 271. https://doi.org/10.1108/IJILT-01-2015-0002
Ahamer, G., & Kumpfmüller, K. A. (2015), Education and Literature for Development in Responsibility: Partnership Hedges Globalization. In: Business Law and Ethics: Concepts, Methodologies, Tools, and Applications (pp. 774- 830), Business Science Reference, IGI Global, Hershey, PA. https://doi.org/10.4018/978-1-4666-8195-8.ch040
Ahamer, G. (2016a), Tracing Global Dynamics – Milestones, Landmarks and Transitions in Techno-Socio-Economic Evolution. Springer, Dordrecht.
Ahamer, G. (2016b), Web-Based Instruction revolutionizes Environmental Systems Analysis. In: Revolutionizing Education through Web-Based Instruction, M. Raisinghani (ed.), IGI Global. https://doi.org/10.4018/978-1-4666-9932-8.ch010
Ahamer, G. (2016c), Can educational approaches help to revolutionize quantitative solutions for climate change? In: Revolutionizing Education through Web-Based Instruction, M. Raisinghani (ed.), IGI Global. https://doi.org/10.4018/978-1-4666-9932-8.ch001
AHELO (2012), The Assessment of Higher Education Learning Outcomes. See http://www.oecd.org/edu/ highereducationandadultlearning/testingstudentanduniversity performancegloballyoecdsahelo.htm.
Akker, van den, J.J.H. et al. (2006), Educational Design Research. Routledge, Abingdon.
Baba, M. L., Gluesing, J., Ratner, H., & Wagner, K. H. (2004). The contexts of knowing: Natural history of a globally distributed team. Journal of Organizational Behavior, 25(5), 547-587. https://doi.org/10.1002/job.259
Bader, L. & Zotter, V. (2012), Interdisciplinarity: wishful thinking? Experiences at the University of Graz. Multicultural Education & Technology Journal, 6(3), 118-136. https://doi.org/10.1108/17504971211253976
Bader, L. & Köttstorfer, M. (2013), E-learning from a student’s view with focus on Global Studies. Multicultural Education & Technology Journal, 7(2/3), 176-191. https://doi.org/10.1108/17504971311328062
Bader, L., Bereuther, T., Deutsch, E., Edlinger, J., Füreder, S., Kaspar, E., Köttstorfer, M., Mautner, C., Rossegger, C., Samonig, A., Samonig, S., Schuster, C., Witz, G., Zotter, V., Ahamer, G. (2013a), Quality Improvements in Curricula for Global Studies. Multicultural Education and Technologies Journal, 7(2/3), 113-126. https://doi.org/10.1108/17504971311328035
Bader, L., Bereuther, T., Deutsch, E., Edlinger, J., Fink, T., Fischer, B., Friedrichkeit, A., Füreder, S., Hölblinger, E., Jörg, K., Kaspar, E., Köttstorfer, M., Leitmeier, L., Mautner, C., Muhoberac, M., Niederbichler, K., Reisenhofer, L., Rossegger, C., Samonig, A., Samonig, S., Schinnerl, C., Schuster, C., Steindl, L., Taurer, A., Witz, G., Zotter, V., Kapper, C., Lehner, D., Ahamer, G. (2013b), University of Graz and Other Eighteen Universities' Curricula for Global Studies: Comparisons and Improvements. Globalistics and Globalization Studies 2013, Theories, Research & Teaching, pp. 348-384, edited by Leonid E. Grinin, Ilya V. Ilyin, and Andrey V. Korotayev, Volgograd: ‘Uchitel’ Publishing House, Russia, 400 pp. See http://www.socionauki.ru/book/ globalistics_and_globalization_studies_2_en/ or http://books.google.at/books?id=1UwmQ9srjxgC.
Bader, L., Bereuther, T., Deutsch, E., Edlinger, J., Füreder, S., Kaspar, E., Köttstorfer, M., Mautner, C., Rossegger, C., Samonig, A., Samonig, S., Schuster, C., Witz, G., Zotter, V., Rozanov, A., Ilyin, V., Ahamer, G. (2014). Multiparadigmatic Humanities: Curricula for Global Studies. International Journal of Humanities and Social Science, Vol. 4 No. 6(1), 314-337, see http://www.ijhssnet.com/journals/Vol_4_No_6_ 1_April_2014/34.pdf.
Bath, D., Smith, C., Stein, S., Swann, R., (2004), Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research & Development, 23(3), 313-328. https://doi.org/10.1080/0729436042000235427
Becher, T. (1981), Towards a definition of disciplinary cultures, Studies in Higher Education, 6(2), pp. 109–122. https://doi.org/10.1080/03075078112331379362
Becher, T., Trowler, P.R. (2001), Academic Tribes and Territories: intellectual enquiry and the culture of disciplines. 2nd edn. Buckingham: SRHE/Open University Press.
Bernhard, A. (2011a), Quality Assurance in an International Higher Education Area. A case-study approach and comparative analysis of six national higher education systems, abstract at http://www.unigraz.at/bernhard2011_abstract.pdf.
Bernhard, A. (2011b), Quality assurance on the road: Finland and Austria in comparison. European Educational Research Journal, 10(4), 583-594. https://doi.org/10.2304/eerj.2011.10.4.583
Bernhard, A. (2012a), Quality Assurance in an International Higher Education Area. - A Case Study Approach and Comparative Analysis, Dissertation Klagenfurt University, VS Research, Springer Fachmedien. https://doi.org/10.1080/13583883.2012.654504
Bernhard, A. (2012b). Quality assurance in an international higher education area: A summary of a case-study approach and comparative analysis. Tertiary Education and Management, 18(2), 153-169. https://doi.org/10.1080/13583883.2012.654504
Bernstein, H. (ed.) (1973) Underdevelopment and Development. The Third World Today. Penguin, Harmondsworth.
Biggs, J. B. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73–86. https://doi.org/10.1080/0729436930120107
Biggs, J. B. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Buckingham: Open University Press.
Boix Mansilla, V., Miller, W. C., & Gardner, H. (2000). On disciplinary lenses and interdisciplinary work. In: S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges of implementation. Teachers College Press, New York.
Braun, T. & Schubert, A. (2007), The growth of research on inter- and multidisciplinarity in science and social science chapters 1975–2006. Scientometrics, 73(3), 345-351. https://doi.org/10.1007/s11192-007-1933-3
Brennan, J., & Shah, T. (2000). Quality assessment and institutional change: Experiences from 14 countries. Higher Education, 40(3), 331-349. https://doi.org/10.1023/A:1004159425182
Busoga (2012), Quality Assurance. Directorate of Quality Assurance and Curriculum Development, http://www.busogauniversity.ac.ug/index.php?option=com_co ntent&view=article&id=71&Itemid=96.
English, F.W. (1978), Quality Control In Curriculum Development. American Association of School Administrators, Arlington, Virginia.
Cant, G., & Kulik, B. W. (2009). More than lip service: The development and implementation plan of an ethics decisionmaking framework for an integrated undergraduate business curriculum. Journal of Academic Ethics, 7(4), 231-254. https://doi.org/10.1007/s10805-010-9104-1
Carr, S., Hamilton, E., Meade, P. (2005), Is It Possible? Investigating the influence of external quality audit on university performance. Quality in Higher Education, 11(3), 195-211. https://doi.org/10.1080/13538320500329665
Cheng, Y.C. (1995), School education quality: conceptualization, monitoring, and enhancement, in Siu, P.K. and Tam T.K. (Eds), Quality in Education: Insights from Different Perspectives, Hong Kong Education Research Association, Hong Kong, pp. 123-47.
Cheng, Y.C. Tam, W.M. (1997), Multi-models of quality in education. Quality Assurance in Education, 5(1), 22-31. https://doi.org/10.1108/09684889710156558
Crone, J. A. (1997). Using panel debates to increase student involvement in the introductory sociology class. Teaching Sociology, 25(3), 214-218. https://doi.org/10.2307/1319397
DeGEval (2008), Standards für Evaluation. Deutsche Gesellschaft für Evaluation (ed.), DeGEval, Mainz.
Doody, O., & Condon, M. (2012). Increasing student involvement and learning through using debate as an assessment. Nurse Education in Practice, 12(4), 232-237. https://doi.org/10.1016/j.nepr.2012.03.002
Duraković, E., Feigl, B., Fischer, B., Fleck, C., Galler, L.-M., Heinrich, J., Kulmer, K., Kurzweil, B., Scholze, M., Sperl, R.; Unterköfler, R.; Matzenberger, J.; Remele, K.; Ahamer, G. (2012), Dialogic Global Studies for Multicultural Technology Assessment. Multicultural Education & Technology Journal (METJ), 6(4), 261-286. https://doi.org/10.1108/17504971211279527
Eckstein, K., Scheer, L., Volk, H. (2013), Datengrundlage für die Evaluierung des Masterstudiums Global Studies
[Database for the evaluation of the Master’s Curriculum Global Studies]. Curriculumsevaluierung des MA Global Studies im Studienjahr 2012/13. Abteilung Lehr- und Studienservice: Evaluation, Karl-Franzens-Universität Graz.
EuroLeague (2010), Guidelines for Curriculum Development and Quality Assurance of Joint Master Programmes. Boku Vienna, https://www.iseki-food.net/webfm_send/1185.
Finch, J. (1997), Power, legitimacy and academic standards. In: Standards and Quality in Higher Education, pp. 146-156. Brennan, J., de Vries, P. and Williams, R. (eds) London: Jessica Kingsley Publishers
Fischer, A. R. H., Tobi, H., & Ronteltap, A. (2011). When natural met social: A review of collaboration between the natural and social sciences. Interdisciplinary Science Reviews, 36(4), 341-358. https://doi.org/10.1179/030801811X13160755918688
Fischer, K., & Hödl, G. (2007). Perspectives on development studies: A short introduction. Journal für Entwicklungspolitik, 23(2), 4-11. https://doi.org/10.20446/JEP-2414-3197-23-2-4
Fischer, K. (2009). Globalisierung und transnationale Akteursnetzwerke: Big business, neoliberale intellektuelle und Zentralbanker. Journal für Entwicklungspolitik, 25(4), 42- 45. https://doi.org/10.20446/JEP-2414-3197-25-4-42
Fu Jen (2012), Teaching Excellence Project. Fu Jen Catholic University, Taipei, Taiwan, see http://140.136.240.107/ english_fju/index.php/features/features-curriculum-design.
GSC (2019), Global Studies Consortium. International platform of developmental curricula. https://globalstudiesconsortium.org/
Gokhale, A.A. (1995), Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1). https://doi.org/10.21061/jte.v7i1.a.2
Gorton, W., & Havercroft, J. (2012). Using historical simulations to teach political theory. Journal of Political Science Education, 8(1), 50-68. https://doi.org/10.1080/15512169.2012.641399
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012. https://doi.org/10.1111/0161-4681.00140
GS (2010), Master curriculum “Global Studies”. KarlFranzens University Graz, https://online.uni-graz.at/ kfu_online/wbMitteilungsblaetter.display?pNr=186789.
GS (2012), website “Global Studies Graz”, available at https://globalstudies.uni-graz.at/de/masterstudium/.
GS site (2010), Global Studies web site (older version) at http://www-classic.uni-graz.at/vre1www/; new version at http://www.uni-graz.at/globalstudies/.
Haller, M., Ressler, R. (2006), National and European identity - A study of their meanings and interrelationships. Revue française de sociologie, 47(4), 817-850. https://doi.org/10.3917/rfs.474.0817
Harvey, L., Green, D. (1993), Defining Quality. Assessment and Evaluation in Higher Education, 18(1), 9-34. https://doi.org/10.1080/0260293930180102
Harvey, L., & Williams, J. (2010). Fifteen years of quality in higher education (part two). Quality in Higher Education, 16(2), 81-113. https://doi.org/10.1080/13538322.2010.485722
Healey, R. L. (2012). The power of debate: Reflections on the potential of debates for engaging students in critical thinking about controversial geographical topics. Journal of Geography in Higher Education, 36(2), 239-257. https://doi.org/10.1080/03098265.2011.619522
HigherKOS (2012), University Didactics and Curriculum Development Centres for Kosovo, World University Service WUS, http://www.higherkos.info/hk/index.php?option= com_content&view=article&id=70%3Auniversity-didacticsand-curriculum-development-centresdcdc&catid=39%3Acol2&Itemid=1.
Huntoon, J., & Baltensperger, B. (2012). Increasing expertise in earth science education through master's education. Journal of Geoscience Education, 60(2), 147-158. https://doi.org/10.5408/11-224.1
IHERD (2012), Innovation, Higher Education and Research for Development. See http://www.oecd.org/sti/innovationhighereducationandresearchfordevelopmentiherd.htm.
IHME (2012), Institutional Management in Higher Education. Retrieved at http://www.oecd.org/edu/imhe/#d.en.192220. Example: the IMHE "What Works" Conference, Managing Quality Teaching in Higher Education (Mexico, 2011) http://www.oecd.org/edu/imhe/imhewhatworksconferencema nagingqualityteachinginhighereducationmexicalimexico5- 6december2011.htm.
Jordens, J.Z., & Zepke, N. (2009), A Network Approach to Curriculum Quality Assessment. Quality in Higher Education, 15(3), 279-289. https://doi.org/10.1080/13538320903399125
Kennedy, R.R. (2009). The power of in-class debates. Active Learning in Higher Education, 10(3), 225-236. https://doi.org/10.1177/1469787409343186
Koklanaris, N., MacKenzie, A. P., Fino, M. E., Arslan, A. A., & Seubert, D. E. (2008). Debate preparation/participation: An active, effective learning tool. Teaching and Learning in Medicine, 20(3), 235-238. https://doi.org/10.1080/10401330802199534
Kumpfmüller, K.A. (2007), Which targets for Global Studies? – Fundamental deliberations for the inauguration of the master study’s curricula commission at Graz University, Institute for International Law, Memo to the Senate of KarlFranzens University Graz.
Kumpfmüller, K.A. (2009), Draft Curriculum Global Studies, Curricula Commission, Graz University, Graz.
Lantis, J. S. (2004). Ethics and foreign policy: Structured debates for the international studies classroom. International Studies Perspectives, 5(2), 117-133. https://doi.org/10.1111/j.1528-3577.2004.00162.x
Lattuca, L. R., Voight, L. J. & Fath, K. Q. (2004). Does interdisciplinarity promote learning? theoretical support and researchable questions. Review of Higher Education, 28(1), 23-48. https://doi.org/10.1353/rhe.2004.0028
Lattuca, L. R., Knight, D. B., & Bergom, I. M. (2012). Developing a measure of interdisciplinary competence for engineers. Chapter presented at the ASEE Annual Conference and Exposition, Conference Proceedings.
Lime (2012), Suggested Process for Curriculum Development. The Lime Network, Leaders in indigenous medical education, see http://www.limenetwork.net.au/ content/suggested-process-curriculum-development.
Manathunga, C., Lant, P., & Mellick, G. (2006). Imagining an interdisciplinary doctoral pedagogy. Teaching in Higher Education, 11(3), 365–379. https://doi.org/10.1080/13562510600680954
Masembe, C.S. and Nakabugo, M.G. (2004), Quality Assurance in curriculum development. A presentation made at the NPT Programme on “Building a Sustainable ICT Training Capacity in Four Public Universities in Uganda” Curriculum Development Workshop, Institute of Computer Science, School of Education, Makerere University, 18th-22nd October 2004, available at http://ahero.uwc.ac.za/index.php? module=cshe&action=downloadfile&fileid=818061155118215 80815495.
Mayer, P. et al. (2011), Challenges for faculty management at African higher education institutions. University of Applied Sciences, Osnabrück, see http://www.international-deanscourse.de/idc-resources.html.
Miller, M., & Mansilla, V. B. (2004). Thinking across perspectives and disciplines. Harvard Graduate School of Education, Boston, MA.
Monarca, H. A. (2012). The influence of national systems of evaluation in curriculum development.
[La influencia de los sistemas nacionales de evaluación en el desarrollo del currículo] Perfiles Educativos, 34(135), 164-176.
Moody-Corbett, F. (1996). Debate: A tool for teaching graduate students. American Journal of Physiology, 271(6 PART 3), S45-S47. https://doi.org/10.1152/advances.1996.271.6.S45
Mwinyipembe, M. (2012), Quality Assurance and Standards. Ministry of Education of Kenya, see http://www.education.go. ke/ShowPage.aspx?department=5&id=260.
Nuninger, W. & Chatelet, J.-M. (2016), Introduction. In: Handbook of Research on Quality Assurance and Value Management in Higher Education, IGI Global, Hershey, PA, USA, pp. 1ff. https://doi.org/10.4018/978-1-5225-0024-7
Omelicheva, M. Y., & Avdeyeva, O. (2008). Teaching with lecture or debate? testing the effectiveness of traditional versus active learning methods of instruction. PS - Political Science and Politics, 41(3), 603-607. https://doi.org/10.1017/S1049096508080815
Osborne, A. (2005). Debate and student development in the history classroom. New Directions for Teaching and Learning, (103), 39-50. https://doi.org/10.1002/tl.202
Perry, W. (1968). Forms of intellectual and ethical development in the college years. Holt, Rinehart, and Winston, New York.
Peterson, S. L., Wittstrom, K. M., & Smith, M. J. (2011). A course assessment process for curricular quality improvement. American Journal of Pharmaceutical Education, 75(8). https://doi.org/10.5688/ajpe758157
Piascik, P., & Bird, E. (2008). Creating and sustaining a culture of assessment. American Journal of Pharmaceutical Education, 72(5). https://doi.org/10.5688/aj720597
Pirsig, R. (1974), Zen and Art of Motorcycle Maintenance: An Inquiry Into Values. William Morrow & Company, New York.
Pirsig, R. (2011, 4th ed.), Zen and the Art of Motorcycle Maintenance. Random House, London, UK.
Prager, S. D., & Plewe, B. (2009). Assessment and evaluation of GIScience curriculum using the geographic information science and technology body of knowledge. Journal of Geography in Higher Education, 33(SUPPL. 1), S46-S69. https://doi.org/10.1080/03098260903034012
Reeves, S. (2009). An overview of continuing interprofessional education. Journal of Continuing Education in the Health Professions, 29(3), 142-146. https://doi.org/10.1002/chp.20026
Reeves, S., Tassone, M., Parker, K., Wagner, S. J., & Simmons, B. (2012). Interprofessional education: An overview of key developments in the past three decades. Work, 41(3), 233-245. https://doi.org/10.3233/WOR-2012-1298
Ried, L. D. (2011). A model for curricular quality assessment and improvement. American Journal of Pharmaceutical Education, 75(10), 196. https://doi.org/10.5688/ajpe7510196
Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185-213. https://doi.org/10.1080/03634520903505936
Rowlands, J. (2012). Accountability, quality assurance and performativity: The changing role of the academic board. Quality in Higher Education, 18(1), 97-110. https://doi.org/10.1080/13538322.2012.663551
SAQA (2000), The National Qualifications Framework and Curriculum Development. Publication of the South African Qualifications Authority, see http://www.saqa.org.za/ structure/nqf/docs/curriculum_dev.pdf.
Saunders-Smits, G., & de Graaff, E. (2012). Assessment of curriculum quality through alumni research. European Journal of Engineering Education, 37(2), 133-142. https://doi.org/10.1080/03043797.2012.665847
Schmidt, T. M., & Shaw, M. (2008). A New Model for OnLine Doctoral Course Development with Faculty Quality Assessment. International Journal of Information and Communication Technology Education (IJICTE), 4(3), 69-80. https://doi.org/10.4018/jicte.2008070108
Schuurman, F. J. (1993). Beyond the impasse: New directions in development theory. Zed Books.
Scottish Government (2011), Building the Curriculum 5: Quality assurance and moderation. See http://www.educationscotland.gov.uk/publications/b/publicatio n_tcm4617374.asp.
Simmons, B., & Wagner, S. (2009). Assessment of continuing interprofessional education: Lessons learned. Journal of Continuing Education in the Health Professions, 29(3), 168-171. https://doi.org/10.1002/chp.20031
Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21(4), 1-14. https://doi.org/10.1007/s10648-009-9113-z
Stensaker, B. (2003), Trance, Transparency and Transformation: The impact of external quality monitoring on higher education. Quality in Higher Education, 9 (2), 151- 159. https://doi.org/10.1080/13538320308158
Stokols, D., Fuqua, J., Gress, J., Harvey, R., Phillips, K., Baezconde-Garbanati, L., et al. (2003). Evaluating transdisciplinary science. Nicotine & Tobacco Research, 5, S21–S39. https://doi.org/10.1080/14622200310001625555
Sumaedi, S., Bakti, G. M. Y., & Metasari, N. (2012). An empirical study of state university students' perceived service quality. Quality Assurance in Education, 20(2), 164-183. https://doi.org/10.1108/09684881211219424
Suskie, L. (2004) Assessing Student Learning: A Common Sense Guide. Anker Publishing, Boston, MA.
Teagasc (2012), Curriculum Development & Standards. Agriculture and food development authority in Ireland, see http://www.teagasc.ie/curriculum/index.asp.
Towell, E., McFadden, K. L., McCoy, W. C., & Buhrow, A. (2012). Creating an interdisciplinary business ethics program. Journal of Academic Ethics, 10(2), 93-112. https://doi.org/10.1007/s10805-012-9160-9
Uchiyama, K. P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33(4), 271-280. https://doi.org/10.1007/s10755-008-9078-8
UNEVOC (1993), International Project on Technical and Vocational Education. International Workshop on Curriculum Development in Technical and Vocational Education, Final report, Turin, Italy, see http://www.unesco.org/education/ pdf/23_85.pdf.
Vanasupa, L., McCormick, K. E., Stefanco, C. J., Herter, R. J., & McDonald, M. (2012). Challenges in transdisciplinary, integrated projects: Reflections on the case of faculty members' failure to collaborate. Innovative Higher Education, 37(3), 171-184. https://doi.org/10.1007/s10755-011-9199-3
Vilgats, B., & Heidmets, M. (2011). The impact of external quality assessment on universities: The estonian experience. Higher Education Policy, 24(3), 331-346. https://doi.org/10.1057/hep.2011.7
Wagner, C. S., Roessner, J. D., Bobb, K., Klein, J. T., Boyack, K. W., Keyton, J, Rafols, I.,. Börner, K. (2011). Approaches to understanding and measuring interdisciplinary scientific research (IDR): A review of the literature. Journal of Informetrics, 5(1), 14-26. https://doi.org/10.1016/j.joi.2010.06.004
Western Cape Government (2012), Curriculum Development, Quality Assurance and Research. South Africa, see http://www.westerncape.gov.za/eng/jobs/256797.
Wolf, M. (2011). Mapping the field: Sociological perspectives on translation. International Journal of the Sociology of Language, 207, 1-28. https://doi.org/10.1515/ijsl.2011.001
Wolverhampton (2012), Curriculum, Learning and Teaching, and Academic Quality Assurance. University of Wolverhampton, see http://www.wlv.ac.uk/default.aspx? page=11717.
Woods, C. (2007). Researching and developing interdisciplinary teaching: Towards a conceptual framework for classroom communication. Higher Education, 54(6), 853- 866. https://doi.org/10.1007/s10734-006-9027-3
Wuchty, S., Jones, B. F., & Uzzi, B. (2007). The increasing dominance of teams in production of knowledge. Science, 316(5827), 1036-1039. https://doi.org/10.1126/science.1136099
