Abstract
This chapter takes the traditional discipline of physics as a context for investigating how academics are navigating current changes in higher education and how they see these changes as reconfiguring knowledge in their discipline. In particular the chapter will explore knowledge in the university physics curriculum at both the undergraduate and postgraduate level and whether this is being reconfigured in response to current changes in higher education both endogenous and exogenous to the discipline.
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Millar, V. (2018). Shifting Knowledge Forms in the University Physics Curriculum: Academics’ Perceptions. In: Maassen, P., Nerland, M., Yates, L. (eds) Reconfiguring Knowledge in Higher Education. Higher Education Dynamics, vol 50. Springer, Cham. https://doi.org/10.1007/978-3-319-72832-2_5
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DOI: https://doi.org/10.1007/978-3-319-72832-2_5
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