Curriculum Transformation Workshop Held for Faculty of Business and Management Sciences
The Faculty of Business and Management Sciences at the University of Nairobi recently hosted a three-day Curriculum Transformation Workshop in Nairobi aimed at strengthening academic programmes through outcome-based curriculum design and improved assurance of learning processes. The workshop was facilitated by Habib Mahama, who guided participants through global best practices in curriculum review and transformation for business education.
The workshop brought together faculty members to examine the alignment between educational outcomes, learning and teaching activities, and assurance of learning mechanisms within the Faculty’s academic programmes. Discussions emphasized the importance of adopting a constructive alignment approach in curriculum design, ensuring that programme learning outcomes, course content, teaching strategies, and assessment methods collectively support the competencies required of modern business graduates.
Participants explored the concept of curriculum transformation as a deliberate and systematic process intended to enhance the quality and relevance of the student learning experience. Particular attention was given to aligning programmes with national and international qualification frameworks, including the Kenya National Qualifications Authority standards and global accreditation expectations. The workshop also highlighted the importance of integrating graduate attributes such as critical thinking, ethical leadership, innovation, and global perspective into programme learning outcomes across undergraduate, master’s, and doctoral levels.
Through interactive sessions, faculty members reviewed existing programme learning outcomes and graduate attributes, identifying opportunities to refine them to better reflect industry needs, labour-market expectations, and the University’s strategic mission of advancing business and management knowledge for societal impact. Participants also engaged in curriculum mapping exercises designed to identify gaps, redundancies, and opportunities for course improvement, thereby ensuring coherence across programme structures and course sequences.
Another major focus of the workshop was Assurance of Learning (AoL), a systematic approach to measuring the extent to which students achieve intended learning outcomes. Facilitators demonstrated how assessment rubrics, course-embedded assessments, and programme-level evaluation frameworks can be used to generate data that supports continuous curriculum improvement and academic quality assurance.
In his remarks, Prof. Mahama emphasized that curriculum transformation is not a one-time activity but an ongoing process requiring collaboration among faculty, industry stakeholders, and accreditation bodies. He noted that strengthening outcome-based learning systems would enhance the competitiveness of graduates while positioning the Faculty’s programmes to meet emerging global standards in business education.
Faculty members expressed appreciation for the practical orientation of the workshop, particularly the sessions on curriculum mapping, programme learning outcome development, and innovative learner-centred teaching strategies such as problem-based learning, simulations, and experiential learning approaches.
The workshop concluded with a commitment by participating departments to undertake structured curriculum review processes, refine programme learning outcomes, and strengthen assessment frameworks to ensure continuous improvement in teaching, learning, and graduate competencies. The initiative is expected to play a key role in advancing the Faculty’s ongoing curriculum modernization efforts and enhancing the relevance and impact of its academic programmes.
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