Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/2354
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dc.contributor.authorMkhize, D.E.en_US
dc.date.accessioned2017-03-10T06:20:04Z-
dc.date.available2017-03-10T06:20:04Z-
dc.date.issued2014-
dc.identifier.citationMkhize, D.E. 2016. Perceptions and practices of curriculum development at universities of technology (previously known as technikons) : DUT case study. South African Journal of Higher Education. 28(5): 1541–1553.en_US
dc.identifier.issn1011-3487-
dc.identifier.urihttp://hdl.handle.net/10321/2354-
dc.description.abstractThis study was undertaken in an attempt to arrive at an appropriate perspective on how both academic staff and students at universities perceive curriculum development. It is of vital significance that students and academic staff have a common understanding of what should be contained in the curriculum since the two parties (academic staff and students) are co-partners in education. Amongst others, the study aimed to investigate ways of developing and aligning the existing curriculum to global needs.en_US
dc.format.extent13 pen_US
dc.language.isoenen_US
dc.publisherUNISA Pressen_US
dc.relation.ispartofSouth African Journal of Higher Educationen_US
dc.subjectPerceptionsen_US
dc.subjectPracticesen_US
dc.subjectCurriculum developmenten_US
dc.subjectUniversities of technologyen_US
dc.titlePerceptions and practices of curriculum development at universities of technology (previously known as technikons) : DUT case studyen_US
dc.typeArticleen_US
dc.publisher.urihttp://journals.co.za/docserver/fulltext/high/28/5/high_v28_n5_a7.pdf?expires=1486643305&id=id&accname=58140&checksum=4439FF7E599A34BA156BD90CF8F1F966en_US
dc.dut-rims.pubnumDUT-005348en_US
dc.identifier.doihttps://doi.org/10.20853/28-5-413-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextopen-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Research Publications (Arts and Design)
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