Curricula Transformation in Gulu University; A Response towards Community Needs and Challenges

Abstract

Despite the fact that Gulu University stands for community transformation, a number of socio-economic challenges abide in its locale—the Acoli subregion. There is also an assumption that the University has transformed itself in response to these challenges.
However, the nature and extent of this transformation is scarcely explored. The purpose of this study is to investigate the nature and extent of institutional transformation
in response to community challenges. The specific objectives are to assess the curricula and pedagogical changes in response to community challenges and needs. The study is informed by the neo-institutional theory by DiMaggio & Powel, which focuses on institutional changes in light of dynamics in its organisational fields. The exploratory qualitative case study design was employed. Documents review was used with strategic plans and academic programmes from 2014 to 2023 as data sources. A qualitative thematic analysis was employed. The study reveals that the curricula expanded catering for diverse societal needs, while institutional pedagogy is changing from teacher-centred to learner-centred and problem-based approaches. Thus, Gulu University is responsive to community needs and challenges and has transformed its curricula and pedagogy profoundly in response to the same.