عنوان

Making Sense of Liberal Education in Nigeria:

Number

TLpq2498538423

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Making Sense of Liberal Education in Nigeria:

General Material Designation

[Thesis]

First Statement of Responsibility

Cermak, Robert M.

Title Proper by Another Author

A Study of Faculty Perspectives

Subsequent Statement of Responsibility

Renn, Kristen

Name of Publisher, Distributor, etc.

Michigan State University

Date of Publication, Distribution, etc.

2021

Specific Material Designation and Extent of Item

196

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Michigan State University

Text preceding or following the note

2021

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.

African studies

Curriculum development

Educational administration

Higher education

Cermak, Robert M.

Renn, Kristen

Electronic name

p

[Thesis]

276903

a

Y