Abstract:
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.
