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dc.contributor.authorWilson, Lizane
dc.contributor.authorBitzer, E.
dc.contributor.authorNewmark, R.
dc.date.accessioned2016-10-31T09:36:04Z
dc.date.available2016-10-31T09:36:04Z
dc.date.issued2015
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. [http://reference.sabinet.co.za.nwulib.nwu.ac.za/document/EJC182443]en_US
dc.identifier.issn1011–3487
dc.identifier.urihttp://hdl.handle.net/10394/19240
dc.identifier.urihttp://reference.sabinet.co.za.nwulib.nwu.ac.za/document/EJC182443
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.language.isoenen_US
dc.subjectCommunity engagementen_US
dc.subjectcurriculaen_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.typeArticleen_US
dc.contributor.researchID23376147 – Wilson, Lizane


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