Curriculum transformation in a South African open distance e-learning university: A firsthand account of stakeholder collaboration, challenges and pathways forward

Abstract

A collaborative approach to curriculum transformation (CT) ensures that higher education programmes remain inclusive, future-ready and responsive to societal needs. Guided by Stakeholder Theory and Clark’s Triangle of Coordination, this study examined how a multistakeholder approach shapes CT in a South African Open Distance e-Learning (ODeL) university. The study addressed the question: how does collaborative stakeholder engagement influence CT in an ODeL context? While transformation efforts aim to integrate Afrikan epistemologies, pedagogical renewal, online teaching and innovative assessment, challenges persist. Using a qualitative critical ethnographic case study, the research drew on participant observation, field notes, document analysis and interviews with 15 purposefully selected participants – one CT head, five champions, six lecturers and three students. Findings show that Department of Higher Education and Training (DHET), institutional management, champions, lecturers and students each played distinct roles in advancing transformation principles such as Afrikan epistemologies, pedagogical renewal, online teaching and innovative assessment. While stakeholder involvement strengthened collaboration, significant barriers emerged, including epistemological resistance, uneven digital competence, increased workload, misaligned expectations and declining momentum after DHET funding ended. Addressing these challenges is crucial for effective CT.
Contribution: The study concludes that sustainable curriculum transformation in ODeL settings requires continuous dialogue, stronger institutional support, internal funding mechanisms and dedicated capacity-building for champions and lecturers. These conditions are essential for embedding Afrikan epistemologies and promoting meaningful, long-term pedagogical renewal.