Relevant bibliographies by topics / University of Pretoria – Curricula

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University of Pretoria – Curricula'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "University of Pretoria – Curricula"

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Irons, Peter C., Dietmar E. Holm, and C. Henry Annandale. "Curricular Renewal at the Southern Tip of Africa: The 2016 Veterinary Curriculum at the University of Pretoria." Journal of Veterinary Medical Education 44, no. 3 (September 2017): 440–49. http://dx.doi.org/10.3138/jvme.0316-062r.

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Craig, I. K., X. Xia, and J. W. Venter. "Introducing HIV/AIDS Education Into the Electrical Engineering Curriculum at the University of Pretoria." IEEE Transactions on Education 47, no. 1 (February 2004): 65–73. http://dx.doi.org/10.1109/te.2003.817620.

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Schoeman, Maxi, and Heather Thuynsma. "Editorial." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 1–5. http://dx.doi.org/10.35293/jdd.v1i2.369.

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In July 2019, the University of Pretoria, in association with Wits, UFS, Rhodes, UKZN, UWC, Stellenbosch University and UCT, its partners inthe Mellon programme titled ‘Unsettling paradigms: The decolonial turn in the Humanities curriculum at universities in South Africa’,hosted a conference on the theme ‘The decolonial turn and the humanities: Prospects, practice and interventions’. A number of papers were subsequently reworked as articles and submitted for peer review with a view to their publication in this second issue of the first volume of the Journal of Decolonisng Disciplines (JDD). The six articles selected for publication speak to some of the broad themes of the conference, butwhat binds them together is their shared focus on pedagogy, practice and interventions—some of the core issues underlying the quest for the decolonisation of the humanities curriculum.
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Bothma, Theo J. D., and Hannes J. Britz. "Library and Information Science Education at the University of Pretoria, South Africa: Restructuring and Curriculum Development." Journal of Education for Library and Information Science 41, no. 3 (2000): 233. http://dx.doi.org/10.2307/40324073.

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ISMAIL SOOLIMAN, QURAYSHA BIBI. "Know to Change: Intellectualism, gatekeeping and knowledge production." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 71–86. http://dx.doi.org/10.35293/jdd.v1i2.31.

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In order to know how to change one must be able to acknowledge what one does not know. The curriculum cannot be decolonised if those who manage its very problematic existence do not know, understand, or exhibit an inclination towards what needs to be transformed and what needs to be decolonised. This is because no effort is then made to acquire the necessary skills, approaches or knowledge. Central to knowledge production of relevance is the development of a critical consciousness and a recognition that education is politics, where the decolonisation process is imagined, whilst being cognisant of the purpose of and approach to knowledge. Ideologies, pedagogy and societal visions are then shaped because change and adaptation are necessary for survival and relevance. This paper examines these issues by referencing personal experiences during the #FMF protests at the University of Pretoria (UP) and the flowering of intellectualism which has been aborted in many instances by a corporate university that seeks subservience and sycophancy through processes such as gatekeeping. Often, the intellectual response has been silence, claiming ‘we are transforming,’ but this is questionable. A robust intellectual project should be in defence of human dignity where the politics of disposability is not entertained.
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Engelbrecht, Johann, Ansie Harding, and Patrick Phiri. "Are students who have been educated in an outcomes-based approach prepared for university mathematics?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 288–302. http://dx.doi.org/10.4102/satnt.v28i4.67.

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Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1 - 12) with an outcomes-based education system (OBE). The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998. The implementation of the OBE system did not occur without problems, giving rise to revised initiatives and a fair amount of criticism. The 2009 intake of students at universities is the first group of students that had been subjected to the OBE approach for their entire school career. This is also the first group of students for whom some form of mathematics was compulsory up to Grade 12 level in the form of mathematics or mathematical literacy. These students were characterised by the fact that their mathematics marks for Grade 12 were exceptionally high and that many more students qualified for university entrance. This article reports on the impact of this new education system on the mathematics prepared-ness of students entering university. The study involves an empirical analysis of the students in the first-year mathematics course for engineering students at the University of Pretoria as well as an analysis of a questionnaire completed by experienced lecturers at this university. The question addressed in this article is how the 2009 intake of students cope with mathematics at university level with regard to Performance General attributes Mathematical attributes Content-related attributesResults indicate a decrease in mathematics performance of these students at university level and that the inflated matric marks result in unjustified expectations. However, it is not unusual for marks to decrease from school to university and there is still too little evidence for serious concern. The study also indicates that these students seem to be better equipped with regard to personal attributes such as self-confidence and the will to work. However, in many instances, their general mathematical attributes such as algebraic manipulation skills and their general mastery of mathematical writing are worse than those of students in the past. There are also areas where their content knowledge is either lacking or unexpectedly shallow. It therefore appears that these students have improved personal attributes but not necessarily the knowledge and mathematical skills to back them up. Some recommendations are made with regard to handling the situation. It is clear that the new school system necessitates changes at school level with a view to university level in order to ensure a transition that is surmountable.
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de Kamper, GC. "The University of Pretoria Art Collection." de arte 42, no. 76 (January 2007): 65–69. http://dx.doi.org/10.1080/00043389.2007.11877083.

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van Staden, Jacobus F. "Analytical Chemistry at the University of Pretoria." Fresenius' Journal of Analytical Chemistry 357, no. 2 (January 16, 1997): 221–23. http://dx.doi.org/10.1007/s002160050143.

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Shotton, J. "University of Pretoria One Health Summer School 2014." Journal of Comparative Pathology 152, no. 1 (January 2015): 3–8. http://dx.doi.org/10.1016/j.jcpa.2014.11.002.

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Elkana, Yehuda, Manfred D. Laubichler, and Adam S. Wilkins. "Call to reshape university curricula." Nature 467, no. 7317 (October 2010): 788. http://dx.doi.org/10.1038/467788c.

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Dissertations / Theses on the topic "University of Pretoria – Curricula"

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Kruger, Mariana. "Ethics education in a problem-based medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50339.

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Thesis (MPhil)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century.
AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.

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Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Engelbrecht, Nadine. "University of Pretoria : school of motion picture production." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11212008-103253.

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Duncan, Shawn Adrian. "UP hotelier school : a school of hospitality management." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11242008-230853.

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Windisch, Ingrid Elisabeth. "Strategic management of campus recreation at the University of Pretoria." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11062007-112258.

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Kyakuwa, Julius. "Exploring African musical arts as community outreach at the University of Pretoria." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60374.

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Verwoerd, Ronel Elize. "A management strategy for the museums and collections of the University of Pretoria." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/22892.

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In this dissertation, a high-level management strategy was developed for the museums and collections of the University of Pretoria. Specific areas where improvements to the current operations of the University museums can be made, were identified and solutions proposed. This analysis was based on a survey of the current operations of the University museums, as well as an analysis of the needs of all stakeholder groups. Proposals to improve the operation of the University museums include the following: - Rationalising collections to ensure that available technical and organisational resources are focused on the most valuable collections; - Improving the use and maintenance of collections to ensure that the needs of stakeholders are met; - Ensuring that sufficient financial and organisational resources are mobilised to support the operations of the museums. A brief overview of the steps needed to implement these proposals and to adjust the management strategy on an ongoing basis, is given. The author believes that the implementation of the proposals outlined in this report can contribute towards ensuring that the museums of the University of Pretoria help to fulfil the overall mission and vision of the University of Pretoria.
Dissertation (MA)--University of Pretoria, 2001.
Historical and Heritage Studies
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Botha, Edward J. "Existing fabric as generator for a 'New Identity' : re-connecting lost space." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11272008-155829.

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De, Kamper Gerard Christiaan. "Taking stock : a history of collecting collections at the University of Pretoria (1908-2014)." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65309.

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Until relatively recently the histories of collections across the world was a subject sadly neglected. Generally most research on museums was specifically collections-based, meaning research that focused on the actual or individual objects with no real effort being made to preserve or research the actual collecting or acquiring history in detail. The question then arises, what is the importance of preserving collection history? Besides the pragmatic necessity to keep record of the details of the acquisition from a legal perspective, the actual provenance and historical context is also of relevance. On the one hand it is telling of what a particular society or institution deemed worthy of preservation within a particular time and therefore reflects on that past – while on the other hand, it also speaks to the nature and context of the collections themselves. It is from this perspective that this proposed study considers the range of collections that the University of Pretoria gathered over a period of just over a century
Dissertation (MHCS)--University of Pretoria, 2018.
Historical and Heritage Studies
MHCS
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Louw, Jakobus Murray. "Learning of person-centred practice amongst clinical associate students at the University of Pretoria." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/72533.

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Aim: This is a study of the extent to which clinical associate students learn person-centred practice (PcP) as well as the curricular elements that may facilitate such learning. Methods: A quality improvement intervention by students on their own medical consultations was explored in focus group discussions. The learning of PcP were analysed using the capability approach framework. PcP was measured in consultations during Objective Structured Clinical Examinations (OSCEs) before and after the intervention in both intervention and control groups. Results: Disruptions to students’ abilities, knowledge, identity and relationships triggered learning. The quality improvement process functioned as a learning cycle scaffolded by peer feedback and assessment tools during which students reviewed disruptions and developed improvement plans. Even though students articulated their passion for PcP in focus groups, few actually demonstrated these skills during OSCE consultations with simulated patients. An increase in PcP was observed but the difference between intervention and control groups was not significant. Students’ sense of self was disturbed when they were unable to help patients. In response, self-directed students devised learning strategies involving relationships with peers and facilitators. Relationships are thus both triggers for learning and a means to learning. Conclusion and recommendations: The significantly better improvement in third year students, compared to those in second year, suggest that learning PcP is grounded in increased confidence in biomedical knowledge and skills, motivation and sense of self-efficacy. Students learn and practice PcP best in authentic encounters with real patients. Therefore, student learning and practice of PcP should be evaluated in such encounters and, to achieve PcP, the student-patient relationship needs to be given primacy in professional identity formation as patients and their needs transform student apprentices into caring, solution-seeking clinicians who engage with rather than other patients in the therapeutic alliance.
Thesis (PhD)--University of Pretoria, 2019.
Scholarship of Teaching and Learning (SoTL) fund of the Faculty of Health Sciences, University of Pretoria
Family Medicine
PhD Family Medicine
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Books on the topic "University of Pretoria – Curricula"

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Mapungubwe remembered: Contributions to Mapungubwe by the University of Pretoria. Johannesburg: Chris van Rensburg Publications (Pty) Ltd, 2011.

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IEEE, International Symposium on Industrial Electronics (1998 Pretoria South Africa). IEEE International Symposium on Industrial Electronics: Proceedings : ISIE'98, Pretoria, South Africa, University of Pretoria, 7-10 July 1998. Piscataway, N.J: IEEE Service Center, 1998.

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Pilay, Jerry. Theology at the University of Pretoria - 100 years: Past, present and future. Durbanville: AOSIS, 2017.

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Osagie, Tony O. University courses & career guidance. [Benin City: T.O. Osagie & Co., 1985.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. University validation: Code of practice on university validation of courses in the polytechnics and colleges sector. London: (Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom), 1987.

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Cambridge, University of. Cambridge University guide to courses. Cambridge: Cambridge University Press, 2004.

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Cambridge, University of. Cambridge University guide to courses. Cambridge: Cambridge University Press, 1991.

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Cambridge, University of. Cambridge University guide to courses. 3rd ed. Cambridge: Cambridge University Press, 1992.

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Cambridge, University of. Cambridge University guide to courses. Cambridge: Cambridge University Press., 1990.

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Juma, Magdallen N. The African virtual university: Kenyatta University, Kenya. London: Commonwealth Secretariat, 2001.

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Book chapters on the topic "University of Pretoria – Curricula"

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Livingston, Nigel J. "Community Service in University Curricula." In Design and Use of Assistive Technology, 57–64. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7031-2_7.

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Vukčević, Miodrag. "German Minority Literature in Serbian University Curricula." In Едиција Филолошка истраживања данас, 297–318. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch17.

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Lawrence, Louise J. "Compassionate Curricula? Northern and Southern Epistemologies and Cognitive [In-]Justice." In Palgrave Critical University Studies, 65–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73371-1_4.

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Mulder, Fred, Karel Lemmen, and Maarten van Veen. "Variety in Views of University Curriculum Schemes for Informatics / Computing / ICT." In Informatics Curricula and Teaching Methods, 97–111. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_11.

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Mukwevho, Emma Eudine, and Mucha Togo. "Comparative Analysis of Sustainable Practices/Innovations Between University of Pretoria, Gauteng and University of Venda, Limpopo." In World Sustainability Series, 585–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30306-8_35.

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Sergienko, Olga. "Learning Eco-Efficiency Tools Through University–Corporate Cooperation." In Addressing Global Environmental Security Through Innovative Educational Curricula, 43–50. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9314-2_5.

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Samoila, C., and D. Ursutiu. "The University Curricula and Creativity. A Point of View." In Advances in Intelligent Systems and Computing, 844–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40271-6_83.

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Niine, Tarvo, Franca Cantoni, and Miguel Córdova. "MOOCs in Logistics – Preliminary Data on University Curricula Coverage." In Educating Engineers for Future Industrial Revolutions, 586–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_54.

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Chambers, Dianne P. "A Discipline-Based Model for Embedding Sustainability in University Curricula." In Sustainability Assessment Tools in Higher Education Institutions, 309–21. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02375-5_17.

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Benediktsson, Oddur. "Early Curricula in Computer Science at the University of Iceland." In IFIP International Federation for Information Processing, 131–36. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-24168-x_11.

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Conference papers on the topic "University of Pretoria – Curricula"

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Turner, Astrid, Irene Lubbe, Liz Wolvaardt, and Lizeka Napoles. "Navigating curriculum transformation: charting our course." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9129.

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The 2015 student-led #FeesMustFall campaign in South Africa initiated at some universities, and accelerated at others, indepth discussions and reflections about curriculum transformation within the perceived ivory towers of learning. Three years later, the mandate to implement transformation is clear from all levels but what is uncertain is the operationalization of the official transformation framework at the University of Pretoria. The aim of the project presented is to chart the process followed by one of the four Schools of the Faculty of Health Sciences to deconstruct this transformation framework. As part of a three phased programme, a workshop of diverse staff using a modified nominal technique was held in 2018. It resulted in a visual tool of 19 specific statements considered evidence of personal practice that supports and advances the drive for transformation. This tool will be used to share practices and instil individual and School accountability for everone’s role in curriculum transformation. In conclusion, complex policy ideals and technical terminology can be translated into practical, appropriate actions by a diverse group of staff and students. The use of a modified nominal group technique was an efficient way to do this by generating an easy to use visual tool.
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Worthington, M. "University Curricula and Industry Needs." In 65th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2003. http://dx.doi.org/10.3997/2214-4609-pdb.6.b02.

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Knauf, Rainer, Yukiko Yamamoto, Yoshitaka Sakurai, and Kinshuk. "Optimizing University Curricula through Correlation Analysis." In 2013 International Conference on Signal-Image Technology & Internet-Based Systems (SITIS). IEEE, 2013. http://dx.doi.org/10.1109/sitis.2013.60.

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Azzini, Antonia, Paolo Ceravolo, Nello Scarabottolo, and Ernesto Damiani. "On the predictive power of university curricula." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474663.

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du Toit, J. L. "Student preference for alternative modes of transport at the University of Pretoria, South Africa." In SUSTAINABLE DEVELOPMENT AND PLANNING 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sdp130291.

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NEWBERRY, CONRAD, and WALLACE FOWLER. "The role of design within university engineering curricula." In Aerospace Design Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-1090.

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Slim, Ahmad, Jarred Kozlick, Gregory L. Heileman, and Chaouki T. Abdallah. "The Complexity of University Curricula According to Course Cruciality." In 2014 Eighth International Conference on Complex, Intelligent and Software Intensive Systems (CISIS). IEEE, 2014. http://dx.doi.org/10.1109/cisis.2014.34.

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Catherine, Galli, Veillard Laurent, and Tralongo Stephanie. "Producing university vocational curricula: A qualitative and sociological analysis." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467053.

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Mishchenko, Elena, and Irina Shelenkova. "Innovative Language Curricula at Technical University: Experience and results." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644626.

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Gurm, H. S. "Space research: Developing university level curricula and research projects." In Basic space science. AIP, 1992. http://dx.doi.org/10.1063/1.41721.

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