Abstract
University curricula in Information Systems and ICT need to be frequently updated to take account of changing technologies and the uses made of these technologies. Many writers on the theory of curriculum give most attention to approaches to curriculum change based on research, development and diffusion models. This paper outlines some objections to the application of models of this type by describing how a university curriculum in information systems and ICT is built and rebuilt, and offers instead three alternate models; one based on curriculum negotiations, another on innovation translation from actor-network theory, and the third on an ecological model. In our discussion of these models, each will be shown to allow for the inclusion of a richer level of complexity than research, development and diffusion models when describing the curriculum development process.
The updated original online version for this book can be found at DOI: 10.1007/978-0-387-35609-9_29
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Tatnall, A., Davey, B. (2002). Understanding the process of information systems and ICT curriculum development. In: Brunnstein, K., Berleur, J. (eds) Human Choice and Computers. IFIP — The International Federation for Information Processing, vol 98. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35609-9_23
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DOI: https://doi.org/10.1007/978-0-387-35609-9_23
Publisher Name: Springer, Boston, MA
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