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dc.contributor.authorWilson, Lizane
dc.contributor.authorBitzer, E.
dc.contributor.authorNewmark, R.
dc.identifier.citationWilson, L. et al 2015. Community-engaged curricula in higher education: the case of a master's programme in play therapy. South African journal of higher education, 29(4):296-314. []en_US
dc.description.abstractThis article presents the results from research on community-engaged curricula using feedback from international and South African academics who teach on postgraduate programmes with a community engagement component. It also includes the findings from a sample master’s programme in Play Therapy at a South African university. The findings indicated that at least five important issues are related to community-engaged master’s programmes in Play Therapy, namely: programme relevance, integrated scholarship, community-based research, reciprocal learning, and close academic staff involvement. Based on these findings a curriculum framework is suggested which caters for an integrated scholarship approach in master’s programmes in Play Therapy that closely engage with community needs. Such a framework may relate to similar or other professional master’s programme curricula.en_US
dc.subjectCommunity engagementen_US
dc.subjecthigher educationen_US
dc.subjectpostgraduate programmesen_US
dc.subjectPlay Therapyen_US
dc.titleCommunity-engaged curricula in higher education: the case of a master's programme in play therapyen_US
dc.contributor.researchID23376147 - Wilson, Lizane

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