This chapter takes the traditional discipline of physics as a context for investigating how academics are navigating current changes in higher education and how they see these changes as reconfiguring knowledge in their discipline. In particular the chapter will explore knowledge in the university physics curriculum at both the undergraduate and postgraduate level and whether this is being reconfigured in response to current changes in higher education both endogenous and exogenous to the discipline.
CITATION STYLE
Millar, V. (2018). Shifting knowledge forms in the university physics curriculum: Academics’ perceptions. In Higher Education Dynamics (Vol. 50, pp. 83–96). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-319-72832-2_5
Mendeley helps you to discover research relevant for your work.