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Diversity and Design: An Emergent Model of Matching Curricula Design to Student Need

Diversity and Design: An Emergent Model of Matching Curricula Design to Student Need

Debbie Holley, Martin Oliver
Copyright: © 2011 |Pages: 19
ISBN13: 9781609605018|ISBN10: 1609605012|EISBN13: 9781609605025
DOI: 10.4018/978-1-60960-501-8.ch001
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MLA

Holley, Debbie, and Martin Oliver. "Diversity and Design: An Emergent Model of Matching Curricula Design to Student Need." Impact of E-Business Technologies on Public and Private Organizations: Industry Comparisons and Perspectives, edited by Ozlem Bak and Nola Stair, IGI Global, 2011, pp. 1-19. https://doi.org/10.4018/978-1-60960-501-8.ch001

APA

Holley, D. & Oliver, M. (2011). Diversity and Design: An Emergent Model of Matching Curricula Design to Student Need. In O. Bak & N. Stair (Eds.), Impact of E-Business Technologies on Public and Private Organizations: Industry Comparisons and Perspectives (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-60960-501-8.ch001

Chicago

Holley, Debbie, and Martin Oliver. "Diversity and Design: An Emergent Model of Matching Curricula Design to Student Need." In Impact of E-Business Technologies on Public and Private Organizations: Industry Comparisons and Perspectives, edited by Ozlem Bak and Nola Stair, 1-19. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-501-8.ch001

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Abstract

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

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