Engaging Senior Leadership in Sustainable Pedagogical Reform: The TESCEA Steering Group Model at Gulu University

Abstract

Abstract
Sustainable pedagogical reform in higher education requires committed and structured engagement of senior leadership. This qualitative case study examines the TESCEA (Transforming Education for Social Change in East Africa) project’s Steering Group model at Gulu University, Uganda, as an approach to actively engage institutional leaders in guiding curriculum transformation. Using semi-structured interviews with 12 strategically selected stakeholders and analysis of 18 institutional documents, the study explores how the Steering Group fostered collaborative governance, aligned reforms with institutional priorities, mobilized resources, and ensured institutional ownership. Findings indicate that embedding leadership engagement within formal governance structures enhances the effectiveness, legitimacy, and sustainability of pedagogical reforms, particularly in resource-constrained contexts. The study highlights operational challenges, including competing responsibilities and bureaucratic delays, and suggests practical strategies for strengthening leadership engagement. This paper contributes to literature on higher education leadership, institutional governance, and reform implementation in sub-Saharan Africa, offering actionable insights for universities seeking transformative educational change