Stakeholder overload and Organizational Change Fatigue in Design of Entrepreneurship Curriculum in Universities of Pakistan

Abstract

The aim of the study was to figure out the ingredients of curriculum to create enterprising graduates in universities of District Swat. The study with a qualitative onto-epistemological view, collected data from 20 university faculty to decipher the ingredients of curriculum through in-depth interviews with a big “Q” approach. The empirical data collected is analysed with help of grounded theory three coding stages of analysis to arrive at substantive level theoretical discussion for value creation in curriculum. The findings of study indicate the phenomenon of stakeholder overload exerted on universities in regards to curriculum planning due to multiple directives issues to HEC, HED, PM office, Parliament Standing Committees, Patron office, CCI, Accreditation council and courts. Consequently, organizational change fatigue or lethargy in terms of compliance is reported which adversely impact curriculum laden value creation in universities due to faculty overload and fatigue. Another factor associated with such overload results in lack of horizontal and vertical integration of curriculum. The prevalent model of entrepreneurship education in public sector universities is IE model as against business generation models used in private HEIs. The graduates due to rural backgrounds lack the soft skills to manage themselves and others. The study concludes that training companies and business plans development are needed. A university wide approach to integration of CA, CCA and ECA is needed. The study recommends that CA be domain of Science Faculties, CCA be developed by Social Sciences faculties and ECA by Arts, Management and Sports Sciences faculties to create enterprising graduates in District Swat. The study contributes by offering a substantive level theory in the form of a logic diagram to offer propositions with regards to designing curriculum which develops the mind (CA-Sciences), Heart (CCA-Social Sciences) and Action (ECA-Sports) corresponding to Cognitive, Affective and Conative/Psychomotor domains.