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A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health

Author

Listed:
  • Robyn Price

    (Imperial College London)

  • Mark Skopec

    (Imperial College London)

  • Simon Mackenzie

    (Imperial College London)

  • Coco Nijhoff

    (Imperial College London)

  • Ruth Harrison

    (Imperial College London)

  • Gemma Seabrook

    (Imperial College London)

  • Matthew Harris

    (Imperial College London)

Abstract

There is increasing interest within Higher Education Institutions (HEIs) to examine curricula for legacies of colonialism or empire that might result in a preponderance of references to research from the global north. Prior attempts to study reading lists for author geographies have employed resource-intensive audit and data collection methods based on manual searching and tagging individual reading list items by characteristics such as author country or place of publication. However, these manual methods are impractical for large reading lists with hundreds of citations that change over instances the course is taught. Laborious manual methods may explain why there is a lack of quantitative evidence to inform this debate and the understanding of geographic distribution of curricula. We describe a novel computational method applied to 568 articles, representing 3166 authors from the Imperial College London Masters in Public Health programme over two time periods (2017–18 and 2019–20). Described with summary statistics, we found a marginal shift away from global north-affiliated authors on the reading lists of one Masters course over two time periods and contextualise the role and limitations of the use of quantitative data in the decolonisation discourse. The method provides opportunities for educators to examine the distribution of course readings at pace and over time, serving as a useful point of departure to engage in decolonisation debates.

Suggested Citation

  • Robyn Price & Mark Skopec & Simon Mackenzie & Coco Nijhoff & Ruth Harrison & Gemma Seabrook & Matthew Harris, 2022. "A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health," Scientometrics, Springer;Akadémiai Kiadó, vol. 127(2), pages 1021-1037, February.
    • Handle: RePEc:spr:scient:v:127:y:2022:i:2:d:10.1007_s11192-021-04231-3
    DOI: 10.1007/s11192-021-04231-3
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    References listed on IDEAS

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    3. Jenine K Harris & Merriah A Croston & Ellen T Hutti & Amy A Eyler, 2020. "Diversify the syllabi: Underrepresentation of female authors in college course readings," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-14, October.
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