Examines how governance and accreditation limit curriculum redesign for employability in higher education, suggesting implications for leadership.
This study examines: • why higher education leaders cannot remove skills that AI already performs • why leaders cannot integrate AI‑era competencies into curriculum structures • why employability pressures do not drive curriculum decisions • why leadership conditions and governance processes slow curriculum redesign • how accreditation bodies (SACSCOC, Middle States, HLC, ABET, AACSB, CAEP) influence curriculum decisions • how governance, faculty preparation, risk management, and equity responsibilities shape leadership choices • what higher education leaders can do to redesign curricula responsibly within these constraints
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Mopelola Fatile (2026) studied this question.
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