n South African Journal of Higher Education - Reflections on a shared leadership approach to curriculum development in higher education

Volume 27, Issue 5
  • ISSN : 1011-3487



South African universities today must prepare teachers to meet the needs of diverse learners, including disabilities, linguistic differences, and extrinsic barriers to learning. This need was highlighted in the which challenged South Africa's segregated service model which focused on deficits. This article was informed by a study in which the authors used a participatory action research model and an interpretative paradigm to analyse their learning about the challenges of effective leadership and about themselves as co-leaders involved in curriculum development work. Based on the results, recommendations are made for faculty teams doing similar work in response to governmental policy initiatives.

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