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Abstract
The purpose of the study was to report on an empirical study of the involvement of stakeholders in the implementation of the MA Literature Curriculum at Kabale University using e-Learning approach. The study used a mixed method approach of both qualitative and quantitative techniques. In this study, curriculum stakeholders were found to significantly influence curriculum development, hence collaboration with these stakeholders through feedback, critique and advice can only serve to meld the content and method of delivery of the curriculum. This study extends the application of a modified curriculum development process model based on ADDIE (analysis, design, development implementation and evaluation). It recognizes the different stakeholders and their input for curriculum innovation. Therefore, identifying, understanding and managing stakeholders’ involvement in curriculum implementation is a key driver in the curriculum development. This paper is not concerned with comparing and exploring possible techniques of identifying university stakeholders with the aim of choosing the most suitable one, but it is intended to clarify on the categorization of the internal and external stakeholders
Highlights
The term “stakeholder involvement” has numerous definitions, many of which are linked to the context in which the term is being used
Study findings can serve as a baseline idea for strategic managers and planners in developing decision-making models and frameworks that are sensitive to current stakeholder orientation challenges, a challenge that many firms continue to grapple with in the context of complex environments
Adding to this, based on consideration of the limited resources available to strategic managers, the methodological approach of the study is of significant value
Summary
The term “stakeholder involvement” has numerous definitions, many of which are linked to the context in which the term is being used. Universities have a variety of stakeholders from whom they collect invaluable feedback regarding their needs and requirements related to education processes These stakeholders can be divided into two distinct groups; curriculum stakeholders and professional stakeholders. Stakeholder’s involvement is important for curriculum developers to be able to know and describe the competency gap that is already possessed or mastered by the learners in terms of what is needed during the times they follow the program or later. This point of view was supported by Ornstein and Hunking (1998); they claimed that stakeholders occupy a central position in curriculum decision making. They added that stakeholders are the only ones who can decide on the aspects of the curriculum that is newly developed, as a result when developing a curriculum, learners’ needs and stakeholders need should be taken into consideration
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