Creating Productive Interactions between Work and the Academy
Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between wor...
Ausführliche Beschreibung
Autor*in: |
Garraway, James [verfasserIn] |
---|
Format: |
Artikel |
---|---|
Sprache: |
Englisch |
Erschienen: |
2006 |
---|
Schlagwörter: |
---|
Anmerkung: |
© Springer 2006 |
---|
Übergeordnetes Werk: |
Enthalten in: Higher education - Kluwer Academic Publishers, 1972, 52(2006), 3 vom: Okt., Seite 447-464 |
---|---|
Übergeordnetes Werk: |
volume:52 ; year:2006 ; number:3 ; month:10 ; pages:447-464 |
Links: |
---|
DOI / URN: |
10.1007/s10734-005-2378-3 |
---|
Katalog-ID: |
OLC2039426191 |
---|
LEADER | 01000caa a22002652 4500 | ||
---|---|---|---|
001 | OLC2039426191 | ||
003 | DE-627 | ||
005 | 20230503070307.0 | ||
007 | tu | ||
008 | 200819s2006 xx ||||| 00| ||eng c | ||
024 | 7 | |a 10.1007/s10734-005-2378-3 |2 doi | |
035 | |a (DE-627)OLC2039426191 | ||
035 | |a (DE-He213)s10734-005-2378-3-p | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a eng | ||
082 | 0 | 4 | |a 370 |q VZ |
084 | |a 24,2 |a 5,3 |2 ssgn | ||
100 | 1 | |a Garraway, James |e verfasserin |4 aut | |
245 | 1 | 0 | |a Creating Productive Interactions between Work and the Academy |
264 | 1 | |c 2006 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
338 | |a Band |b nc |2 rdacarrier | ||
500 | |a © Springer 2006 | ||
520 | |a Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. | ||
650 | 4 | |a actor-network theory | |
650 | 4 | |a boundary crossing activities | |
650 | 4 | |a curriculum theory | |
650 | 4 | |a communities of practice | |
650 | 4 | |a discourse analysis | |
650 | 4 | |a interactions between work and academics | |
650 | 4 | |a sociology of science | |
773 | 0 | 8 | |i Enthalten in |t Higher education |d Kluwer Academic Publishers, 1972 |g 52(2006), 3 vom: Okt., Seite 447-464 |w (DE-627)129288810 |w (DE-600)120121-9 |w (DE-576)014470381 |x 0018-1560 |7 nnns |
773 | 1 | 8 | |g volume:52 |g year:2006 |g number:3 |g month:10 |g pages:447-464 |
856 | 4 | 1 | |u https://doi.org/10.1007/s10734-005-2378-3 |z lizenzpflichtig |3 Volltext |
912 | |a GBV_USEFLAG_A | ||
912 | |a SYSFLAG_A | ||
912 | |a GBV_OLC | ||
912 | |a SSG-OLC-HSW | ||
912 | |a GBV_ILN_40 | ||
912 | |a GBV_ILN_4012 | ||
912 | |a GBV_ILN_4029 | ||
912 | |a GBV_ILN_4082 | ||
912 | |a GBV_ILN_4116 | ||
912 | |a GBV_ILN_4193 | ||
912 | |a GBV_ILN_4318 | ||
912 | |a GBV_ILN_4700 | ||
951 | |a AR | ||
952 | |d 52 |j 2006 |e 3 |c 10 |h 447-464 |
author_variant |
j g jg |
---|---|
matchkey_str |
article:00181560:2006----::raigrdcieneatosewew |
hierarchy_sort_str |
2006 |
publishDate |
2006 |
allfields |
10.1007/s10734-005-2378-3 doi (DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Garraway, James verfasserin aut Creating Productive Interactions between Work and the Academy 2006 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 2006 Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science Enthalten in Higher education Kluwer Academic Publishers, 1972 52(2006), 3 vom: Okt., Seite 447-464 (DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 0018-1560 nnns volume:52 year:2006 number:3 month:10 pages:447-464 https://doi.org/10.1007/s10734-005-2378-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 AR 52 2006 3 10 447-464 |
spelling |
10.1007/s10734-005-2378-3 doi (DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Garraway, James verfasserin aut Creating Productive Interactions between Work and the Academy 2006 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 2006 Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science Enthalten in Higher education Kluwer Academic Publishers, 1972 52(2006), 3 vom: Okt., Seite 447-464 (DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 0018-1560 nnns volume:52 year:2006 number:3 month:10 pages:447-464 https://doi.org/10.1007/s10734-005-2378-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 AR 52 2006 3 10 447-464 |
allfields_unstemmed |
10.1007/s10734-005-2378-3 doi (DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Garraway, James verfasserin aut Creating Productive Interactions between Work and the Academy 2006 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 2006 Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science Enthalten in Higher education Kluwer Academic Publishers, 1972 52(2006), 3 vom: Okt., Seite 447-464 (DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 0018-1560 nnns volume:52 year:2006 number:3 month:10 pages:447-464 https://doi.org/10.1007/s10734-005-2378-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 AR 52 2006 3 10 447-464 |
allfieldsGer |
10.1007/s10734-005-2378-3 doi (DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Garraway, James verfasserin aut Creating Productive Interactions between Work and the Academy 2006 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 2006 Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science Enthalten in Higher education Kluwer Academic Publishers, 1972 52(2006), 3 vom: Okt., Seite 447-464 (DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 0018-1560 nnns volume:52 year:2006 number:3 month:10 pages:447-464 https://doi.org/10.1007/s10734-005-2378-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 AR 52 2006 3 10 447-464 |
allfieldsSound |
10.1007/s10734-005-2378-3 doi (DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Garraway, James verfasserin aut Creating Productive Interactions between Work and the Academy 2006 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer 2006 Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science Enthalten in Higher education Kluwer Academic Publishers, 1972 52(2006), 3 vom: Okt., Seite 447-464 (DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 0018-1560 nnns volume:52 year:2006 number:3 month:10 pages:447-464 https://doi.org/10.1007/s10734-005-2378-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 AR 52 2006 3 10 447-464 |
language |
English |
source |
Enthalten in Higher education 52(2006), 3 vom: Okt., Seite 447-464 volume:52 year:2006 number:3 month:10 pages:447-464 |
sourceStr |
Enthalten in Higher education 52(2006), 3 vom: Okt., Seite 447-464 volume:52 year:2006 number:3 month:10 pages:447-464 |
format_phy_str_mv |
Article |
institution |
findex.gbv.de |
topic_facet |
actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science |
dewey-raw |
370 |
isfreeaccess_bool |
false |
container_title |
Higher education |
authorswithroles_txt_mv |
Garraway, James @@aut@@ |
publishDateDaySort_date |
2006-10-01T00:00:00Z |
hierarchy_top_id |
129288810 |
dewey-sort |
3370 |
id |
OLC2039426191 |
language_de |
englisch |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2039426191</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503070307.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200819s2006 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10734-005-2378-3</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2039426191</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10734-005-2378-3-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">24,2</subfield><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Garraway, James</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Creating Productive Interactions between Work and the Academy</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2006</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer 2006</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">actor-network theory</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">boundary crossing activities</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">curriculum theory</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communities of practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">discourse analysis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">interactions between work and academics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">sociology of science</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Higher education</subfield><subfield code="d">Kluwer Academic Publishers, 1972</subfield><subfield code="g">52(2006), 3 vom: Okt., Seite 447-464</subfield><subfield code="w">(DE-627)129288810</subfield><subfield code="w">(DE-600)120121-9</subfield><subfield code="w">(DE-576)014470381</subfield><subfield code="x">0018-1560</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:52</subfield><subfield code="g">year:2006</subfield><subfield code="g">number:3</subfield><subfield code="g">month:10</subfield><subfield code="g">pages:447-464</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s10734-005-2378-3</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-HSW</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4029</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4082</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4116</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4193</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4318</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">52</subfield><subfield code="j">2006</subfield><subfield code="e">3</subfield><subfield code="c">10</subfield><subfield code="h">447-464</subfield></datafield></record></collection>
|
author |
Garraway, James |
spellingShingle |
Garraway, James ddc 370 ssgn 24,2 misc actor-network theory misc boundary crossing activities misc curriculum theory misc communities of practice misc discourse analysis misc interactions between work and academics misc sociology of science Creating Productive Interactions between Work and the Academy |
authorStr |
Garraway, James |
ppnlink_with_tag_str_mv |
@@773@@(DE-627)129288810 |
format |
Article |
dewey-ones |
370 - Education |
delete_txt_mv |
keep |
author_role |
aut |
collection |
OLC |
remote_str |
false |
illustrated |
Not Illustrated |
issn |
0018-1560 |
topic_title |
370 VZ 24,2 5,3 ssgn Creating Productive Interactions between Work and the Academy actor-network theory boundary crossing activities curriculum theory communities of practice discourse analysis interactions between work and academics sociology of science |
topic |
ddc 370 ssgn 24,2 misc actor-network theory misc boundary crossing activities misc curriculum theory misc communities of practice misc discourse analysis misc interactions between work and academics misc sociology of science |
topic_unstemmed |
ddc 370 ssgn 24,2 misc actor-network theory misc boundary crossing activities misc curriculum theory misc communities of practice misc discourse analysis misc interactions between work and academics misc sociology of science |
topic_browse |
ddc 370 ssgn 24,2 misc actor-network theory misc boundary crossing activities misc curriculum theory misc communities of practice misc discourse analysis misc interactions between work and academics misc sociology of science |
format_facet |
Aufsätze Gedruckte Aufsätze |
format_main_str_mv |
Text Zeitschrift/Artikel |
carriertype_str_mv |
nc |
hierarchy_parent_title |
Higher education |
hierarchy_parent_id |
129288810 |
dewey-tens |
370 - Education |
hierarchy_top_title |
Higher education |
isfreeaccess_txt |
false |
familylinks_str_mv |
(DE-627)129288810 (DE-600)120121-9 (DE-576)014470381 |
title |
Creating Productive Interactions between Work and the Academy |
ctrlnum |
(DE-627)OLC2039426191 (DE-He213)s10734-005-2378-3-p |
title_full |
Creating Productive Interactions between Work and the Academy |
author_sort |
Garraway, James |
journal |
Higher education |
journalStr |
Higher education |
lang_code |
eng |
isOA_bool |
false |
dewey-hundreds |
300 - Social sciences |
recordtype |
marc |
publishDateSort |
2006 |
contenttype_str_mv |
txt |
container_start_page |
447 |
author_browse |
Garraway, James |
container_volume |
52 |
class |
370 VZ 24,2 5,3 ssgn |
format_se |
Aufsätze |
author-letter |
Garraway, James |
doi_str_mv |
10.1007/s10734-005-2378-3 |
dewey-full |
370 |
title_sort |
creating productive interactions between work and the academy |
title_auth |
Creating Productive Interactions between Work and the Academy |
abstract |
Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. © Springer 2006 |
abstractGer |
Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. © Springer 2006 |
abstract_unstemmed |
Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings. © Springer 2006 |
collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4029 GBV_ILN_4082 GBV_ILN_4116 GBV_ILN_4193 GBV_ILN_4318 GBV_ILN_4700 |
container_issue |
3 |
title_short |
Creating Productive Interactions between Work and the Academy |
url |
https://doi.org/10.1007/s10734-005-2378-3 |
remote_bool |
false |
ppnlink |
129288810 |
mediatype_str_mv |
n |
isOA_txt |
false |
hochschulschrift_bool |
false |
doi_str |
10.1007/s10734-005-2378-3 |
up_date |
2024-07-03T22:47:41.498Z |
_version_ |
1803599857847369728 |
fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2039426191</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503070307.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200819s2006 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10734-005-2378-3</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2039426191</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10734-005-2378-3-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">24,2</subfield><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Garraway, James</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Creating Productive Interactions between Work and the Academy</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2006</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer 2006</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">actor-network theory</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">boundary crossing activities</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">curriculum theory</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communities of practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">discourse analysis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">interactions between work and academics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">sociology of science</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Higher education</subfield><subfield code="d">Kluwer Academic Publishers, 1972</subfield><subfield code="g">52(2006), 3 vom: Okt., Seite 447-464</subfield><subfield code="w">(DE-627)129288810</subfield><subfield code="w">(DE-600)120121-9</subfield><subfield code="w">(DE-576)014470381</subfield><subfield code="x">0018-1560</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:52</subfield><subfield code="g">year:2006</subfield><subfield code="g">number:3</subfield><subfield code="g">month:10</subfield><subfield code="g">pages:447-464</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s10734-005-2378-3</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-HSW</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4029</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4082</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4116</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4193</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4318</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">52</subfield><subfield code="j">2006</subfield><subfield code="e">3</subfield><subfield code="c">10</subfield><subfield code="h">447-464</subfield></datafield></record></collection>
|
score |
7.4010105 |