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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorHulshof, C
dc.contributor.advisorJanssen, J
dc.contributor.authorWesterhoudt, E.
dc.date.accessioned2011-08-26T17:06:08Z
dc.date.available2011-08-26
dc.date.available2011-08-26T17:06:08Z
dc.date.issued2011
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/8411
dc.description.abstractThe aim of this conceptual review study is to give guidance to curriculum developers when they conceptualise and organise curricula. Three curriculum classification principles and procedures for institutions in higher education were identified in this review study. Content classification puts emphasis on the identification, conceptualisation, and structuring of subject matters or content. Within the top-down approval classification, special committees are assigned to approve course proposals. Mapping classification can be divided in loosely-structured methods, or more structured mapping and clustering strategies, in order to identify the coherence within a curriculum. These classification principles and procedures can be used in addition to each other, or separately. The three-dimensional categorisation in this study reveals considerations for curriculum design processes.
dc.description.sponsorshipUtrecht University
dc.format.extent342526 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.titleCurriculum Classification Principles and Procedures in Higher Education: a Review Sudy
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsCurriculum
dc.subject.keywordsClassification
dc.subject.keywordsHigher Education
dc.subject.keywordsPrinciples
dc.subject.keywordsProcedures
dc.subject.keywordsModels
dc.subject.keywordsMethods
dc.subject.keywordsStandards
dc.subject.keywordsDesign, Development
dc.subject.keywordsContent
dc.subject.keywordsApproval
dc.subject.keywordsMapping
dc.subject.courseuuOnderwijskundig ontwerp en advisering


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