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Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements

Quinlan, Kathleen M. (2014) Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements. Studies in Higher Education, 41 (6). pp. 1041-1054. ISSN 0307-5079. (doi:10.1080/03075079.2014.966069) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1080/03075079.2014.966069

Abstract

What aspects of student character are expected to be developed through disciplinary curricula? This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK. It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstrate social responsibility. The statements emphasise cognitive/intellectual skills, with little attention to the development of personal virtues or values. However, when present, the richest expressions are embedded in the values of the particular discipline, rather than presented as â??transferable skills'. The paper presents three examples of virtues that underpin particular disciplines, including empathy as expressed in languages and related studies and art and design; social justice and courage as expressed in social work; and humility as expressed in biosciences and sociology. Implications for higher education policy are suggested. © 2014 Society for Research into Higher Education.

Item Type: Article
DOI/Identification number: 10.1080/03075079.2014.966069
Additional information: Unmapped bibliographic data: LA - English [Field not mapped to EPrints] J2 - Stud. High. Educ. [Field not mapped to EPrints] AD - Oxford Learning Institute, University of Oxford, 16-17 St. Ebbe's St, Oxford, United Kingdom [Field not mapped to EPrints] DB - Scopus [Field not mapped to EPrints] M3 - Article [Field not mapped to EPrints]
Uncontrolled keywords: curriculum, empathy, higher education, social justice, values education
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 09 Feb 2017 12:23 UTC
Last Modified: 29 May 2019 18:39 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60284 (The current URI for this page, for reference purposes)
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