LEADING HIGHER EDUCATION CURRICULUM REFORM IN BOTSWANA: ISSUES AND DIFFICULTIES FOR SCHOLASTIC CENTER CHIEFS

Abstract

This exploratory review analyzed issues and difficulties for scholastic center supervisors (AMMs) in the main of educational program change in advanced education organizations HEIs. The reason of this study was that administration errands that include persuading and motivating subordinates as opposed to forcing them are the best approach to come by the best outcomes from subordinates during the course of educational program change. Therefore, the study sought to answer the following question: In Botswana's higher education institutions, how do AMMs lead curriculum change? The stratified random sampling method was used to select 162 AMMs from a total of 280 AMMs from the five HEIs. A concurrent triangulation design and a mixed methods approach were used. The concentrate likewise utilized an organized poll and a semi-structure interview for information assortment. Means and standard deviations were used to analyze quantitative data. The weights for responses with the words "Strongly Agree," "Agree," "Neutral," "DA," and "Strongly Disagree" were 5, 4, 3, 2, and 1. A criterion mean of 3 was calculated by dividing the weights by 5, so that responses with mean scores below 3 were rejected and those with mean scores of 3 or higher were accepted as representing marginal to very good performance in leading curriculum change. The qualitative data were analyzed using thematic analysis. Aftereffects of this study showed that the utilization of more participative authority styles, for example, appropriated administration is critical to fruitful preparation and execution of educational plan change in HEIs by scholastic center supervisors. Keywords: Curriculum leaders, leadership models, distributed leadership, leadership dimensions.