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Curriculum

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Universities, Disruptive Technologies, and Continuity in Higher Education

Abstract

This chapter traces changes in universities’ curriculum from the Middle Ages to the early modern period and to the present as changes in emphasis between preparing for careers, transmitting culture, and advancing knowledge. Recently, there has been a continuing expansion of occupations for which universities prepare graduates and the chapter proposes conditions for studies to be included in universities’ curriculum. These changes owe most to changes in the nature of knowledge accepted in and developed by universities. Changes in technology have not stimulated changes in the content and orientation of curriculum, but changes in its form. The digital revolution likewise seems to be stimulating changes in the form rather than content of the curriculum, with proposals for digital badges and other micro credentials.

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  1. Toronto, Ontario, Canada

    Gavin Moodie

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Moodie, G. (2016). Curriculum. In: Universities, Disruptive Technologies, and Continuity in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-54943-3_4

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  • DOI: https://doi.org/10.1057/978-1-137-54943-3_4

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