What is the syllabus for? Revealing tensions through a scoping review of syllabus uses

The syllabus, also known as the course plan, is a document rooted in the interaction between instructors and learners in the classroom, yet it serves additional functions within the institution. Its expanding application beyond the classroom to address accountability and program evaluation underscores the importance of acknowledging the multifaceted nature of the syllabus, housing diverse requirements and goals that may not always seamlessly align. For instance, the imperative for a succinct and easily comprehensible document for learners may conflict with the document’s contractual function, necessitating specific length and tone considerations. Beyond examining its content, a comprehensive study of the collective uses of this tool offers insights into practices at the classroom, departmental, and institutional levels. This paper introduces a framework based on a scoping review of syllabus use in higher education literature. Employing an Activity Theory lens, nine interconnected uses are identified and categorized into three primary purposes. Analysis of these uses also sheds light on potential tensions related to syllabus use as a contract, blurred authorship, and the diverse stakeholders as audiences. By offering a broader perspective on the diverse functions of the syllabus, the presented framework can help inform discussions aimed at harmonizing the complex practices shaped by this institutional tool.