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      Enhancing higher education curricula: A case study from the University of Waikato, New Zealand

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            Abstract

            In 2014, the University of Waikato launched the Curriculum Enhancement Programme (CEP). As the leaders of this programme we have used auto-ethnography to reflect critically on our experience. Throughout the course of the CEP some things have gone well; others, in hindsight, have not gone so well and in retrospect we would have done them differently. This includes using more channels of communication, more frequently, especially with staff; getting all of Waikato's faculties to pull together more effectively as one institution; and working harder to increase students' opportunities for interdisciplinarity in teaching and research. These lessons, we hope, will be helpful for others also embarking on wide-scale curriculum change.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            17 July 2018
            : 16
            : 2
            : 268-278
            Article
            1474-8460(20180717)16:2L.268;1- s7.phd /ioep/clre/2018/00000016/00000002/art00007
            10.18546/LRE.16.2.07
            c485fcd3-d036-4b8a-aad5-2a49b95ee775
            Copyright @ 2018
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            AUTO-ETHNOGRAPHY,NEW ZEALAND,DEGREE ARCHITECTURE,CHANGE,TRANSFORMATION,CURRICULUM

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