A curriculum framework for consumer learning at a higher education institution

Thesis (PhD)--Stellenbosch University, 2006. === Bibliography === ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula Universi...

Full description

Bibliographic Details
Main Author: Crafford, S.
Other Authors: Bitzer, E. M.
Format: Others
Language:en_ZA
Published: Stellenbosch : Stellenbosch University 2012
Subjects:
Online Access:http://hdl.handle.net/10019.1/44087
id ndltd-netd.ac.za-oai-union.ndltd.org-sun-oai-scholar.sun.ac.za-10019.1-44087
record_format oai_dc
collection NDLTD
language en_ZA
format Others
sources NDLTD
topic Theses -- Education
Dissertations -- Education
Theses -- Curriculum studies
Dissertations -- Curriculum studies
Teacher participation in curriculum planning.
Consumer education -- Study and teaching (Higher) -- South Africa -- Western Cape -- Case studies.
Universities and colleges -- Curricula -- Planning.
Cape Peninsula University of Technology -- Curricula -- Planning.
spellingShingle Theses -- Education
Dissertations -- Education
Theses -- Curriculum studies
Dissertations -- Curriculum studies
Teacher participation in curriculum planning.
Consumer education -- Study and teaching (Higher) -- South Africa -- Western Cape -- Case studies.
Universities and colleges -- Curricula -- Planning.
Cape Peninsula University of Technology -- Curricula -- Planning.
Crafford, S.
A curriculum framework for consumer learning at a higher education institution
description Thesis (PhD)--Stellenbosch University, 2006. === Bibliography === ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology – the “bounded context” of the study – a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semi-structured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the “readiness climate” from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. === AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om ‘n kurrikulumraamwerk vir verbruikersleer aan ‘n hoëronderwysinstelling te ontwikkel. ‘n Gevallestudie-benadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie – die konteks van die studie – te bepaal, is ‘n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook ‘n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit ‘n self-geadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie ‘n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die “gereedheidsklimaat” daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en dié van die Hoëronderwys-Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as ‘n riglyn dien vir die beplanning en implementering van ‘n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
author2 Bitzer, E. M.
author_facet Bitzer, E. M.
Crafford, S.
author Crafford, S.
author_sort Crafford, S.
title A curriculum framework for consumer learning at a higher education institution
title_short A curriculum framework for consumer learning at a higher education institution
title_full A curriculum framework for consumer learning at a higher education institution
title_fullStr A curriculum framework for consumer learning at a higher education institution
title_full_unstemmed A curriculum framework for consumer learning at a higher education institution
title_sort curriculum framework for consumer learning at a higher education institution
publisher Stellenbosch : Stellenbosch University
publishDate 2012
url http://hdl.handle.net/10019.1/44087
work_keys_str_mv AT craffords acurriculumframeworkforconsumerlearningatahighereducationinstitution
AT craffords curriculumframeworkforconsumerlearningatahighereducationinstitution
_version_ 1718162644470333440
spelling ndltd-netd.ac.za-oai-union.ndltd.org-sun-oai-scholar.sun.ac.za-10019.1-440872016-01-29T04:02:11Z A curriculum framework for consumer learning at a higher education institution Crafford, S. Bitzer, E. M. Welgemoed, S. M. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Theses -- Education Dissertations -- Education Theses -- Curriculum studies Dissertations -- Curriculum studies Teacher participation in curriculum planning. Consumer education -- Study and teaching (Higher) -- South Africa -- Western Cape -- Case studies. Universities and colleges -- Curricula -- Planning. Cape Peninsula University of Technology -- Curricula -- Planning. Thesis (PhD)--Stellenbosch University, 2006. Bibliography ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology – the “bounded context” of the study – a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semi-structured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the “readiness climate” from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om ‘n kurrikulumraamwerk vir verbruikersleer aan ‘n hoëronderwysinstelling te ontwikkel. ‘n Gevallestudie-benadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie – die konteks van die studie – te bepaal, is ‘n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook ‘n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit ‘n self-geadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie ‘n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die “gereedheidsklimaat” daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en dié van die Hoëronderwys-Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as ‘n riglyn dien vir die beplanning en implementering van ‘n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie. 2012-08-10T21:29:56Z 2012-08-10T21:29:56Z 2006-12 Thesis http://hdl.handle.net/10019.1/44087 en_ZA Stellenbosch University xxii, 253 p. : col. ill. Stellenbosch : Stellenbosch University