Developing an extended curriculum for humanities at the University of KwaZulu-Natal : conceptual shifts, challenges and constraints

Abstract

This article traces the early development and implementation of an extended curriculum in the Faculty of Humanities, Development and Social Sciences at the University of KwaZulu-Natal. Following Volbrecht and Boughey (2004) and Boughey (2007), it analyses the programme in the context of the development of Academic Development over two decades. The programme represents a conceptual shift from a foundation year model to a more holistic, integrated intervention which extends to the end of the second year. Prompted primarily by pedagogical and academic considerations, it is also a response to increasing emphasis on throughput and success and to the need to increase and enhance efficiency in Higher Education. The tension between the potential benefits of such a curriculum and challenges and constraints impacting on it is discussed in an attempt to develop a curriculum which is sustainable and which will result in higher success rates and the wider transformation of the curriculum.