Curriculum Design, Transformation and Renewal
As an academic in the Department of Management and Entrepreneurship at the University of the Western Cape (UWC), my philosophy of curriculum design is underpinned by principles of transformation, decolonisation, and continuous renewal. For the past two years, I have taught Management Theory (PGB712) in the Postgraduate Diploma in Business Administration (PGDBA) and Strategic Management (MAN304) in the Bachelor of Commerce (BCom) General programme. In both modules, I seek to design curricula that are inclusive, contextually grounded,
globally relevant, and responsive to the complex realities of the 21st century.
Curriculum, in my view, is not a static product but a living, dynamic construct that evolves through engagement, reflection, and renewal. This aligns with Barnett and Coate’s (2005) conception of curriculum as a process that integrates knowing, acting, and being — encouraging students not only to master disciplinary knowledge but also to become transformative thinkers and ethical professionals. In a transforming South African higher education landscape, curriculum renewal must be rooted in social justice, epistemic inclusion, and employability — all
of which guide my pedagogical design and teaching practice.
1. Curriculum Transformation and Decolonisation
The transformation of the curriculum at UWC must be both epistemic and pedagogical — challenging inherited hierarchies of knowledge while affirming African intellectual traditions. Drawing from Le Grange (2016) and Mbembe (2016), I understand curriculum decolonisation as a process of reimagining knowledge systems to include local epistemologies, languages, and worldviews that have been historically marginalised. This does not imply a rejection of global knowledge systems, but rather the creation of epistemic dialogue where African perspectives
hold equal legitimacy.
In both PGB712 and MAN304, I consciously embed decolonial principles by integrating local case studies, African business models, and writings by African scholars. For instance, I use case studies drawn from South African and continental contexts — such as the transformation of Woolworths, Shoprite, Econet, and MTN — to illustrate strategic and management principles. I also incorporate literature from African academics such as Nzimande (2017), Nkomo (2015), and Iwu & Opute (2019), who provide critical insights into management practices within African socio-economic realities. This approach enables students to see themselves and their communities reflected in the curriculum, fostering both cognitive and affective engagement.
Furthermore, I challenge the dominance of Eurocentric management paradigms by exposing students to indigenous African leadership and entrepreneurial philosophies such as Ubuntu management, relational accountability, and community-based entrepreneurship (Mangaliso, 2001). This not only localises learning but also aligns with the broader UWC vision of producing graduates who are “critical, caring and engaged global citizens.”
2. Internationalisation and Global Employability
While decolonisation ensures epistemic justice and local relevance, internationalisation ensures that the curriculum prepares students for global participation. I view these two processes not as oppositional but as complementary. Internationalisation of the curriculum, according to Leask (2015), involves the intentional integration of global and intercultural perspectives into the teaching and learning process to enhance the quality of education and develop students’ global competence.
In this regard, I have embedded international experiential learning in MAN304 through participation in the X-Culture Global Collaboration Project — an international virtual exchange initiative that connects students from more than 40 countries. Through this project, UWC students collaborate in multinational teams to solve real-world business challenges for global companies. This experience enhances their intercultural competence, teamwork, and digital collaboration skills — key employability attributes for the global economy (Deardorff, 2006).
Participation in X-Culture also bridges the gap between theory and practice by enabling students to apply strategic management concepts to live, cross-cultural contexts. As Healey (2014) notes, experiential international learning helps students develop not only disciplinary knowledge but also graduate attributes such as problem-solving, adaptability, and global awareness. Thus, through projects like X-Culture, I aim to internationalise the learning experience while simultaneously fostering employability and career readiness.
Employability is an integral dimension of my curriculum design. I believe that higher education must equip students not only with academic knowledge but also with transferable skills to navigate complex and changing work environments (Yorke, 2006). Therefore, both modules integrate assignments that simulate real-world professional contexts — such as strategic consulting projects, presentations, and reflective portfolios. These pedagogical approaches cultivate analytical thinking, communication, and teamwork — competencies that enhance students’ ability to work both locally and globally.
3. Curriculum Renewal and Responsiveness to Contemporary Realities
Curriculum renewal, in my practice, is a continuous and reflective process. It involves systematically reviewing and updating content, assessment, and pedagogical approaches to remain responsive to current social, economic, and technological realities. This aligns with Fraser and Bosanquet’s (2006) conceptualisation of curriculum as a dynamic and iterative process rather than a fixed blueprint.
Each academic year, I revise and refine my course materials to integrate emerging trends such as digital transformation, sustainability, and artificial intelligence in management. For example, in MAN304, I have incorporated modules on strategic agility and digital disruption, reflecting the shifting landscape of global business. In PGB712, I integrate topics on ethical leadership corporate social responsibility, and innovation management, linking these to contemporary African case studies and policy developments.
Curriculum renewal also requires pedagogical renewal. I employ blended learning and flipped classroom strategies to promote flexibility, collaboration, and active participation. Through the use of UWC’s iKamva platform, I provide students with multimedia resources, online discussions, and formative feedback opportunities that enhance engagement. As Garrison and Vaughan (2008) argue, blended learning fosters deeper learning by combining the strengths of face-to-face and online pedagogies.
Reflective evaluation is integral to this renewal process. I regularly collect student feedback through surveys, focus groups, and end-of-semester reflections, using their insights to inform future design. This iterative cycle ensures that my curriculum remains relevant, inclusive, and aligned with both student needs and disciplinary advancements.
4. The Transformative Vision of Curriculum Design
Ultimately, curriculum design and renewal must contribute to transformative learning — empowering students to think critically, act ethically, and engage meaningfully with the world around them. Drawing on Mezirow’s (1997) theory of transformative learning, I aim to create opportunities for students to challenge assumptions, question dominant narratives, and construct new understandings of management in an African and global context.
Transformation, for me, also means enabling students to see the link between knowledge and social change. Whether through decolonial curriculum content, international collaborations like X-Culture, or digital pedagogy, I strive to design learning experiences that equip students to become agents of transformation — professionals who can contribute to economic development, social justice, and sustainable entrepreneurship both in Africa and beyond.
Conclusion
My approach to curriculum design, transformation, and renewal is anchored in three interrelated pillars: decolonisation, internationalisation, and employability. Through contextualised case studies and African scholarship, I affirm local knowledge systems; through projects like X- Culture, I connect students to global networks and intercultural learning; and through continuous renewal, I ensure that my curriculum reflects the evolving realities of business and society. This holistic approach positions my teaching within the broader vision of UWC as an engaged, transformative, and globally relevant institution committed to excellence and equity in higher education.
References
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- Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.
- Fraser, S. P., & Bosanquet, A. M. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3), 269–284.
- Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
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- Yorke, M. (2006). Employability in higher education: What it is – what it is not. Higher Education Academy Learning and Employability Series.