Navigating Change: Educational leadership and curriculum redesign in tertiary education in Ghana

Abstract

Redesigning the curriculum in tertiary education is essential for maintaining its relevance to the evolving needs of students, industries, and society. However, the redesign comes with some resistance from stakeholders due to uncertainty. This study, structured along a qualitative approach, adopted a single case study design to answer the three research questions regarding leadership qualities that influenced curriculum redesign, incorporating innovative teaching methods, and overcoming resistance to change. A purposive sampling technique was used to select 28 participants from the University for Development Studies comprising the Director of Academic Planning and Quality Assurance, Deans of Schools/Faculties, Heads of Department, and lecturers. The instruments used to collect data were interviews and focus group discussions. The data were analyzed thematically. Key findings revealed that vision, interpersonal relationships, and communication significantly influenced successful curriculum redesign.

Furthermore, leadership strategies such as stakeholder engagement, addressing the concerns of stakeholders, and collaborative decision-making were crucial in mitigating resistance to curriculum change. The study concluded that a visionary leader with collaborative decision-making and good communication could lead to stakeholders supporting and owning curriculum redesign. It is recommended that educational institutions should foster a culture that values and encourages innovation and inclusivity in curriculum redesign.