{"title":"大学课程是与外部非学术团体接触的","authors":"A. Smith-Tolken","doi":"10.18820/9781920338671/18","DOIUrl":null,"url":null,"abstract":"CITATION: Smith-Tolken, A. 2011. The University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approach, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 349-369. doi:10.18820/9781920338671/18.","PeriodicalId":196889,"journal":{"name":"Curriculum Inquiry in South African Higher Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"THE UNIVERSITY CURRICULUM AS ENGAGING WITH EXTERNAL NON-ACADEMIC COMMUNITIES\",\"authors\":\"A. Smith-Tolken\",\"doi\":\"10.18820/9781920338671/18\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"CITATION: Smith-Tolken, A. 2011. The University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approach, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 349-369. doi:10.18820/9781920338671/18.\",\"PeriodicalId\":196889,\"journal\":{\"name\":\"Curriculum Inquiry in South African Higher Education\",\"volume\":\"41 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Curriculum Inquiry in South African Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18820/9781920338671/18\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum Inquiry in South African Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18820/9781920338671/18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2
摘要
引用本文:Smith-Tolken, A. 2011。大学课程与外部非学术社区的接触:一个扎根的理论探究方法，在E.比泽尔和N.博塔(编)。南非高等教育课程探究:一些学术的肯定与挑战。Stellenbosch: SUN MeDIA。349 - 369。doi: 10.18820 / 9781920338671/18。
THE UNIVERSITY CURRICULUM AS ENGAGING WITH EXTERNAL NON-ACADEMIC COMMUNITIES
CITATION: Smith-Tolken, A. 2011. The University Curriculum as Engaging with External Non-Academic Communities: A Grounded Theory Inquiry Approach, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 349-369. doi:10.18820/9781920338671/18.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
