A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Academics’ experiences of university-wide top-down curriculum reform in Finland (2024)
Honkimäki, S., Jääskelä, P., & Tynjälä, P. (2024). Academics’ experiences of university-wide top-down curriculum reform in Finland. Journal of Further and Higher Education, 48(6), 594-607. https://doi.org/10.1080/0309877x.2024.2373725
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Honkimäki, Sanna; Jääskelä, Päivikki; Tynjälä, Päivi
Lehti tai sarja: Journal of Further and Higher Education
ISSN: 0309-877X
eISSN: 1469-9486
Julkaisuvuosi: 2024
Ilmestymispäivä: 03.07.2024
Volyymi: 48
Lehden numero: 6
Artikkelin sivunumerot: 594-607
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/0309877x.2024.2373725
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/96529
Tiivistelmä
Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors’ experiences of curriculum change processes in top-down managed reforms. The present study examined spectrum and qualitative differences in academics’ experiences by analysing seven group interviews (n = 35). Using phenomenographic analysis, four different ways of experiencing the curriculum reform process were identified: (1) stilted adoption, (2) conciliation, (3) active development and (4) collaborative renewal. The categories differed according to six dimensions of variation. The study shows that top-down managed and supported curriculum change was rather well accepted by the academic staff, but several features in the function of the university administration aroused criticism and resistance among academics. By revealing the critical aspects of the curriculum development process, the study provides both a theory of curriculum development from the participants’ point of view and conceptual tools for the management and guidance of curriculum reform.
YSO-asiasanat: yliopistot; korkeakouluopetus; opetussuunnitelmat; uudistukset; johtaminen; henkilöstö; kokemukset; ryhmähaastattelut; fenomenografia
Vapaat asiasanat: curriculum change; higher education; academic staff; top-down curriculum reform; phenomenographic analysis
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 1
