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The Yuanpei Program in Peking University - A Case Study of Curriculum Innovation (Hardcover, 2014 ed.)
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The Yuanpei Program in Peking University - A Case Study of Curriculum Innovation (Hardcover, 2014 ed.)
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The Yuanpei program is an institution wide curriculum innovation,
modeling on the core curriculum in Harvard which is committed to
carrying out general education. This research investigated the
major conflicts that arose in the process of initiation and
implementation of the Yuanpei program, how these conflicts evolved
during the process, and what were the sources of these conflicts.
The conflict model, primarily derived from conflict theory, was
adopted to interpret and analyze the process of curriculum
innovation in this context. The study employed a qualitative case
study approach. Data were collected primarily through interviews,
observations and document analysis. The administrators, teachers
and students were interviewed to gain insight into major conflicts
arose, their processes and sources in process of the curriculum
innovation. The researcher primarily observed program practices and
operations, including program setting, the human, social
environment (how participants interact and communicate), and
program activities and participant behaviors. The researcher
distinguished between conceptual conflicts and practical conflict
in light of the different stages in which conflicts emerged. The
researcher mainly identified three conceptual conflicts that
represent the focus of debates: first, the two opposing opinions on
how to balance between general education and specialized education;
second, potential incongruence in the idea of the Yuanpei program;
third, conflict between the changing need of society and
traditional system of training. The researcher summarized four
categories of practical conflicts in light of various issues:
free-course selection, free-major selection, faculty advisor as
well as general education elective courses, in each of which
sub-themes were identified and analyzed. The researcher described
how both conceptual and practical conflicts evolved. Each major
conceptual conflict seems to go through similar stages based on the
data, involving issue, confrontation and integration of claims of
both sides. For practical conflicts, factors contributing to the
escalation and de-escalation, moderation of conflicts were found by
the researcher. The research identified different roles,
incompatible values, contested resources and structural constraints
as the main sources of conflict. Any conflict may involve more than
one category or may be mainly due to one category. As such, the
study is exploratory and contributes to the scholarship on
educational change through its analysis of the curriculum
innovation for general education in Peking University.
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