Do current calls for curricular coherence make sense or not

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Much like higher education "mission shifts" from classical education to a vocational/professional emphasis, curricular emphasis has seen changes from a clearly prescribed "common" curriculum to the current situation which includes, according to IPEDS data, "nearly one hundred categories of subjects, each divided into many solo categories" (Higher Ed, p. 113). Describe what factors (social, legal, political, other) have led to this shift. Do you think this is a good shift, a bad shift, or neither all good nor all bad?

Consider: in your opinion, do current calls for "curricular coherence" make sense or not? Why or why not? For this question, you should consider this a place where you can explore your thoughts in an effort to develop them.

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Reference no: EM131524217

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