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• W73032876 abstract "AbstractUsing the explanatory conceptual framework developed as part of the South Africa-Norway Tertiary Education Development Project, the Bachelor of Natural Medicine at the South Pacific College of Natural Therapies (SPCNT) was analysed in order to distinguish between different forms of knowledge, curriculum logics, and cognitive complexity within the curriculum. The findings suggest that the Bachelor of Natural Medicine at SPCNT has an overall contextual curriculum logic. There is a strong core of proceduralised conceptual knowledge base (with overarching contextual coherence). A significant proportion of proceduralised conceptual knowledge (with overarching conceptual coherence) can also be detected. The cognitive complexity increases from Years 1 to 3.Keywordscurriculum, differentiation, knowledge, sociology of education, natural medicineIntroductionIn this paper we seek to apply the conceptual framework for the analysis of curriculum that was developed for the South Africa-Norway Tertiary Education Development (SANTED) Project to a new site: The South Pacific College of Natural Therapies' Bachelor of Natural Medicine (BNatMed). In doing this, the framework developed by Shay, Oosthuizen, Paxton, and van der Merwe (2011) was extensively drawn upon.The secondary author has recently taken up the position of director at The South Pacific College of Natural Therapies (SPCNT), and used her previous research experience under the SANTED Project to analyse the recently approved BNatMed which is the primary qualification offered by the college. Professor Suellen Shay (University of Cape Town, South Africa), in the capacity of a neutral person, reviewed the findings of the analyses and provided helpful insights and feedback.The intention is to fully review the BNatMed after the completion of its first cohort at the end of 2012. With this in mind, we are undertaking a full analysis of the BNatMed curriculum. The consideration of the curriculum types and cognitive complexity will form two aspects of this review.The findings regarding cognitive complexity of the degree's constituent courses will also be used to revise and restructure the course assessments when it undergoes its full review towards the end of 2012. While the cognitive complexity of the courses making up the degree were supposed to follow the level descriptors of the NZQA, the analysis showed that this did not always occur. In other words, National Qualifications Framework (NQF) level 5 (Year 1) courses were sometimes more cognitively challenging than were NQF level 7 (Year 3) courses.A further aspect to be researched, as part of this full curriculum review, will entail a critical evaluation of the data produced in this piece of research in the context of the natural health profession that the graduates enter.While it is also not within the scope of this current research, a further area of investigation, still to be undertaken, is the question regarding whether mature students assimilate contextual knowledge more effectively than do their less mature counterparts. In the process of undertaking this further research, an examination of andragogical theory will be explored.Contextual Background of SPCNTSPCNT mainly draws mature students (over the age of 25 years) into its program, although a few school-leavers also apply and are accepted. In 2012 the proportion of mature students is 95%. Many of these mature students return to study after a fairly long period away from the academic environment. For many, deciding to study natural medicine is a lifestyle choice, often taken as a result of either themselves or someone in their family having had a positive experience with alternative therapies and complementary medicine.SPCNT has been offering qualifications in holistic natural therapies in New Zealand since 1940 and is recognised as one of the academic leaders among the naturopathic colleges in New Zealand. …" @default.
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• W73032876 date "2012-06-01" @default.
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• W73032876 title "Curriculum Review at a New Zealand Private College: Dissecting the Knowledge Typology, Curriculum Logic, and Cognitive Complexity" @default.
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