A research-based Bachelor of Laws (LLB) Curriculum Change Management Model for South African universities
by Hermanus J Moolman
2025
ISBN: 978-1-0672372-8-8
Pages: 368
Print version: Available
Electronic version: Free PDF available
About the publication
This book delves deep into the theories, principles and practices behind law curriculum development and change. The author graphically and in fine detail records and critically reflects on his personal experiences during his leadership of the LLB curriculum reform process at a South African university. The book breaks down the challenging, multifaceted and complex nature of LLB curriculum change into manageable processes, functions, principles and recommended practices. Whether you are a researcher, a law lecturer with minimal curriculum change knowledge and experience or an expert in the field, this book provides essential tools to develop and change the LLB curriculum.
Table of Contents
Acknowledgments
List of abbreviations
List of tables
List of figures
1.1 Introduction
1.2 The case for an LLB Curriculum Change Management Model
1.3 The role of the insider-researcher
1.4 Developing the LLB Curriculum Change Management Model
1.4.1 Methods employed in Phase 1
1.4.2 Methods employed in Phase 2
1.4.3 Methods employed in Phase 3
1.4.4 Validity and reliability of the quantitative research
1.4.5 Trustworthiness of the qualitative research
1.4.6 Ethical considerations
1.5 Applications of the LLB Curriculum Change Management Model
1.6 Conclusion and structure of the book
2 Setting the LLB curriculum change context
2.1 Introduction
2.2 The higher education landscape
2.2.1 Globalisation and internationalisation
2.2.2 Student protests and the calls for decolonisation
2.2.3 Technology and the Fourth Industrial Revolution
2.2.4 The coronavirus disease (COVID-19) pandemic
2.2.5 The under-preparedness of students for higher education
2.2.6 Equity and widening access to higher education
2.2.7 The current cohort of students
2.3 The South African legal education context
2.3.1 Introducing the four-year LLB in South Africa
2.3.2 Concerns of role players about the quality of LLB graduates
2.3.3 Attempts to address the quality of LLB graduates
2.4 University of the Free State context
2.4.1 Equity and widening access
2.4.2 A critical analysis of the University of the Free State LLB curriculum
2.5 Conclusion
3 Curriculum theorising and curriculum planning
3.1 Introduction
3.2 Curriculum theorising
3.2.1 The social efficiency curriculum
3.2.2 The progressive curriculum
3.2.3 The reconceptualised curriculum
3.2.4 The reconceptualised twenty-first-century curriculum
3.2.5 The higher education curriculum
3.3 Curriculum planning models
3.3.1 Curriculum as product
3.3.2 Curriculum as content
3.3.3 Curriculum as process
3.3.4 Curriculum as praxis
3.4 Curriculum planning in higher education
3.4.1 Constructive alignment
3.4.2 National Qualifications Framework
3.4.3 Curriculum mapping
3.5 Conclusion
4 Curriculum change management
4.1 Introduction
4.2 Strategic planning
4.3 Kotter’s Change Management Model
4.3.1 Step 1: Create a sense of urgency
4.3.2 Step 2: Build a guiding coalition
4.3.3 Step 3: Get the vision right
4.3.4 Step 4: Communicate the vision for buy-in
4.3.5 Step 5: Empower action
4.3.6 Step 6: Create and celebrate short-term wins and milestones
4.3.7 Step 7: Consolidate gains and create more change
4.3.8 Step 8: Anchoring the change in the systems, practices, and organisational culture of the institution
4.3.9 Limitations
4.4 Conceptual framework for the LLB curriculum change process
4.5 The Draft LLB Curriculum Change Management Model
4.5.1 The strategic planning process
4.5.2 The curriculum change management process
4.5.3 The curriculum planning process
4.5.4 Summary
4.6 Conclusion
5 Evaluating the Draft LLB Curriculum Change Management Model
5.1 Introduction
5.2 Evaluating the strategic planning process
5.2.1 Importance
5.2.2 Compliance
5.3 Evaluating the interlinked functions of the curriculum change management process
5.3.1 Creating a sense of urgency to change the curriculum
5.3.2 Building a Curriculum Change Committee that works effectively as a team
5.3.3 Empowering academic staff members for curriculum change
5.3.4 Identifying and celebrating short-term wins and milestones
5.3.5 Consolidating gains and creating more changes in the faculty
5.3.6 Anchoring curriculum change in the faculty’s systems, practices, and organisational culture
5.4 Evaluating the continuous change management functions of the curriculum change management process
5.4.1 Communication
5.4.2 Considering the psychological impact of curriculum change on staff members
5.4.3 Addressing barriers to change
5.5 Evaluating the curriculum planning process
5.5.1 Importance
5.5.2 Compliance
5.6 Strengths of the University of the Free State curriculum change process
5.6.1 The curriculum change management process was consultative and inclusive, with numerous opportunities for input from stakeholders (S1)
5.6.2 The curriculum change leader was very knowledgeable (S2)
5.6.3 Clear timelines enabled colleagues to know what was expected of them at specific times (S3)
5.6.4 The curriculum change process forced the faculty to develop and review appropriate policy documents (S4)
5.6.5 The curriculum change process mobilised academic staff members and created organisational energy (S5)
5.6.6 Summary
5.7 Weaknesses of the UFS curriculum change process
5.7.1 The timing of the curriculum change process was wrong (W1)
5.7.2 The Faculty did not address whether the University of the Free State LLB should be seen as an academic degree or a qualification that prepares practice-ready graduates (W2)
5.7.3 Initial expectations of academic staff members are not met during the curriculum implementation phase (W3)
5.7.4 Radical changes in the faculty’s management impacted the continuity of the process (W4)
5.7.5 The time-lapse between developing and implementing the new curriculum caused academic staff members’ innovative ideas to become a bit vague (W5)
5.7.6 Summary
5.8 Conclusion
6 Final LLB Curriculum Change Management Model
6.1 Introduction
6.2 Compiling the Final LLB Curriculum Change Management Model
6.2.1 Draft principles combined as final principles in the Final LLB Curriculum Change Management Model
6.2.2 Additional final principles for inclusion in the Final LLB Curriculum Change Management Model
6.2.3 Revised draft principles
6.2.4 Draft principles converted into recommended practices
6.3 The Final LLB Curriculum Change Management Model
6.3.1 The strategic planning process
6.3.2 The curriculum change management process
6.4 Concluding remarks: A vision for the future