Management of Curriculum Change: A Mechanism for Ensuring Continuous Academic Improvement in Ghanaian Universities

Mumuni Baba Yidana; Gabriel Kwasi Aboagye

doi:10.31686/ijier.vol6.iss2.941

Authors

Mumuni Baba Yidana

University of Cape Coast, Ghana
Gabriel Kwasi Aboagye

University of Cape Coast, Ghana

DOI:

https://doi.org/10.31686/ijier.vol6.iss2.941

Keywords:

Curriculum, Curriculum Change, Higher Education, Continuous Improvement, Curriculum Reform, Institutionalization

Abstract

Effective collaboration in the curriculum change effort remains a challenge in higher education, in particular, with comprehensive curriculum reform or change. Curriculum modification to existing courses or content will not always lead to the desired reform even though a collaborative approach has been the foundation of the process. Comprehensive and collaborative curriculum change requires a full examination of how academics conceive their role and how the curriculum itself is defined, analyzed, and changed.
Through a systematic review of literature, the researchers were able to create a contextualized emergent model for curriculum change management for Ghanaian universities derived from experience and educational policies.
It emerged from the review of literature that a collectively shared guiding vision for an effective curriculum change provided a strong foundation for the comprehensive curriculum review process; Embracing curriculum as a shared responsibility among faculty and administration led to widespread participation; The collaboration of various groups within the institution in the process promoted organizational change; Cultural issues regarding people and organizational structure served as barriers to the collaboration process, simultaneously the curriculum team’s sense of community strengthened the curriculum review process. This position paper therefore recommends that the Ministry of Education in conjunction with the Ghana Education Service should ensure that the practice of curriculum change is highly decentralized to reflect local concerns. Thus, the decentralization of the process would be tailored towards the local needs of the area. This would make education more meaningful and relevant to students.

Author Biographies

Mumuni Baba Yidana, University of Cape Coast, Ghana

Department of Business and Social Sciences Education
Gabriel Kwasi Aboagye, University of Cape Coast, Ghana

Department of Business and Social Sciences Education

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