Vectors of Change in Higher Education Curricula
Early Online Version
Journal of Curriculum Studies
ANZSRC / FoR Code
3902 Education policy, sociology and philosophy| 3904 Specialist studies in education
Avondale Research Centre
Christian Education Research Centre
Reportable Items (HERDC/ERA)
The aim of this paper is to examine key change vectors shaping the undergraduate curriculum in the third decade of the twenty-first century. The paper begins by outlining selected definitions, foundational theories and conceptual frameworks underpinning this analysis of the undergraduate curriculum and its influences. Three key external forces shaping the undergraduate curriculum are examined: universalisation; national policy and legislative frameworks; and the influence of technology as disruptor and enabler. While some of these socio-political, economic and geopolitical forces are longstanding and familiar, a number of influential factors that have gained prominence in the last 10 years, including the disruptive influence of technology, new approaches to curriculum design in the form of micro-credentialing, and changing expectations of the undergraduate curriculum. The paper calls for a conceptually robust, long-term approach to examining the various factors shaping the undergraduate curriculum, with a particular focus on macro-level factors external to an institution. The paper concludes by considering policy and practical implications of these forces for the future shape and purpose of undergraduate curricula.
Link to publisher version (DOI)
Krause, K. (2022). Vectors of change in higher education curricula. Journal of Curriculum Studies, 54(1), 38-52. https://doi.org/10.1080/00220272.2020.1764627
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