ABSTRACT
Bringing about curriculum and pedagogical change in higher education is difficult. Disciplines have been imbued with a strong belief about the nature of knowledge and how that knowledge is best taught (Becher, 1989; Neumann, Parry & Becher, 2002). However, in recent times the growth of interdisciplinarity (Becher & Trowler, 2001) and interest in indigenous knowledges (Teasdale & Ma Rhea, 2000) have presented a challenge to traditional ideas. Alongside this, universities now plot their strategic directions and decree the redesigning of curricula to meet specific agendas, for example, by introducing research into the undergraduate curricula, changing assessment practices, introducing sustainability and internationalisation.
