Investigating the experience of change management in the transformation of the curricula of selected undergraduate programmes

Abstract

An organisation's success hinges on its adeptness in managing change amid internal and external influences. In the rapidly evolving landscape of science, technology, societal norms, and global politics, organisational environments demand continuous adaptation. The South African higher education sector, over the past two decades, has undergone substantial changes driven by socio-economic shifts, increased globalisation, technological advancements, and evolving student populations. This study explores the imperative for Higher Education Institutions (HEIs) to manage change effectively, particularly in transforming undergraduate curricula to meet the demands of internal and external dynamics. A quantitative research strategy, employing a structured survey, assessed the change management experiences of academic employees at a prominent South African University. Convenience sampling, purposive sampling, and snowballing sampling techniques were utilised, resulting in a 201-respondent dataset. Data analysis included Cronbach's Alpha for reliability, exploratory factor analysis for validity, and descriptive statistics for understanding data patterns. Results indicate general support for change, with a consensus on the importance of frequent communication and the pivotal role of organisational managers in driving change. Stakeholder involvement, including academic staff, students, the local community, and industry partners, emerged as crucial. Managerial implications stress the need for a multi-stakeholder approach and the implementation of a continuous monitoring and evaluation plan. Noteworthy is the scarcity of research on change management within higher education institutions, particularly in the context of curriculum transformation. The study contributes theoretically by establishing links between management, strategic management, and change management. Four principles crucial to change management in HEIs were identified, culminating in a proposed cohesive framework for change management specific to academic curriculum transformation. These theoretical contributions and recommendations provide valuable insights for organisational managers in navigating future change initiatives within higher education.