عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL57239
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Making Sense of Liberal Education in Nigeria: A Study of Faculty Perspectives
General Material Designation
[Thesis]
First Statement of Responsibility
Cermak, Robert M.
Subsequent Statement of Responsibility
Renn, Kristen
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Michigan State University
Date of Publication, Distribution, etc.
2021
GENERAL NOTES
Text of Note
196 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Michigan State University
Text preceding or following the note
2021
SUMMARY OR ABSTRACT
Text of Note
In the past few decades, scholars have taken note of the spread of "American-style" liberal education curricula and programs to numerous foreign higher education systems around the world. The nascent literature on liberal education's global diffusion however has examined some international contexts, including sub-Saharan Africa, less comprehensively than others. Furthermore, empirical research is limited on the mechanisms by which liberal education programs are adapted and enriched by local actors and institutions to acclimate curricula to their own milieus overtime and in practice. In order to begin filling in the gaps in this discourse, this qualitative case study examines the sensemaking and agency of liberal education faculty at a West African higher education institution, the University of Nigeria Nsukka's School of General Studies. This research addresses the following questions: (1) what are the forces that influenced the initial development of and ongoing adjustments to the General Studies curriculum at the University of Nigeria, (2) how do faculty in the School of General Studies make sense of these forces, and (3) how do General Studies faculty exercise agency in their curricular work as they negotiate making sense of these forces? A 'glonacal' perspective on curricular change (that is, that the forces influencing curricula, as well as faculty sensemaking and agency, simultaneously arise, flow, and interact globally, nationally, and locally) underpins the theoretical lens brought to bear in answering these questions and generating findings.
UNCONTROLLED SUBJECT TERMS
Subject Term
African studies
Subject Term
Curriculum development
Subject Term
Educational administration
Subject Term
Higher education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Cermak, Robert M.
PERSONAL NAME - SECONDARY RESPONSIBILITY
Renn, Kristen
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Michigan State University
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
