ABSTRACT
In 2005, Barnett and Coate proposed that curriculum should be one of the key concepts in discourse on higher education(HE). The aim is twofold: first, to deepen the understanding of the wide array and disarray, of studies on curriculum; and, second, to discuss the different conceptualisations of curriculum. In the syllabus approach to curriculum, the focus is on the content or body of knowledge that is to be transmitted, or subjects to be taught. In outlining the data the authors used the following search criteria: the article must have been published during the last ten years and the concept 'curriculum' should have appeared both in the title and among the keywords. The authors first report general notions about the state of curriculum research in HE and then move on to discuss the conceptualisations. They describe in more detail the nature of the studies that focus on developing knowledge as competences and what kind of ownership can be identified here.
