A model for planning and implementing curriculum change in Private higher education in Botswana

This paper examined the role of academic middle managers (AMMs) in the

planning and implementation of curriculum change in private higher education institutions

(PHEIs) in Botswana. Drawing from various sources of literature and theoretical

underpinnings, the study described how AMMs enact their role in curriculum change. A

quantitative approach that used a structured questionnaire for data collection was used in the

study. Results of the study showed that AMMs face numerous challenges during curriculum

change which have a negative impact on their role. These challenges include lack of authority,

lack of detailed job descriptions, work overloads among others. Results further showed that

the following variables namely curriculum leadership, AMM job requirements, AMMs role

enablers, work experience, educational levels of AMMs are important predictors of effective

AMMs role in the planning and implementation of curriculum change in PHEIs and hence need

to be optimized. It was also shown that gender, age, department size do not have a significant

effect on the effectiveness of AMMs in their role in curriculum change while level of education

and years of experience have a significant effect. Based on the results, a model for enhancing

the effectiveness of AMM role in the planning and implementation of curriculum change was

proposed.