Institutional Change Management for Curriculum Decolonization: A Qualitative Analysis of Faculty Perspectives on Research Methodology Reform in Pakistani Universities
DOI:
https://doi.org/10.58932/MULI0024Keywords:
institutional change management, curriculum decolonization, research methodology reform, Pakistani universities, organizational transformation, faculty developmentAbstract
The research examines institutional change management in research methodology reform in Pakistani universities through decolonizing the curriculum. The study is conducted through semi-structured interviews with seventeen randomly selected faculty members from public and private universities in Lahore to determine organizational problems, leadership needs, and how the research curricula can be changed by reinventing them to include a wider range of epistemological perspectives beyond Western-dominated paradigms. Employing the abductive thematic analysis, the results identified 6 important themes that consist of institutional inertia, faculty capacity gaps, structural barriers, and strategic implementation requirements. The findings imply that effective change management involves transformational leadership, the overall faculty development, realignment of various policies, and phased implementation composed of a balance between institutional constraints and innovation. Faculty views also indicate how essential it is to develop hybrid methodologies, community responsibility models, and controlled organizational culture change. The study also provides a viable change management model with a preference for coalition building, capacity development, as well as multilevel organizational change strategies to universities intending to gain significant results in curriculum reforms and retain academic credibility.
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