Stakeholders’ Perspectives on Bachelor of Arts in Theology Curriculum at the University of Arusha, Tanzania

Abstract

This study sought to establish stakeholders’ perspective on the relevance of various aspects in the BA Theology Curriculum at the University of Arusha. The study was propelled by the fact that curriculum specialists advocate for regular evaluation of curriculum in order to meet the expectations of stakeholders. The study employed descriptive design under the quantitative research methodology using a questionnaire as the major data source in a quantitative form that demanded statistical analysis. It involved a number of stakeholders, including employers, professionals, alumni, and current students who participated in filling out the questionnaire. The validity of the questionnaire was done through expert team from the faculty of Theology at the University of Arusha, and the reliability test yielded a Cronbach Alpha of 0.7, which implies that the questionnaire was reliable to be used for data collection. Data analysis was done through descriptive statistics and Analysis of Variance. The study established that stakeholders considered such components as theoretical knowledge, critical thinking, problem-solving skills, ability to perform specific tasks, practical/hands-on skills, and logical thinking as very important and logical thinking, ethical skills, managerial skills, innovative skills, analytical skills, technical concepts as important for inclusion in BA Theology content. It is therefore recommended that curriculum developers in the Faculty of Theology need to include identified aspects in BA Theology Curriculum development. Furthermore, educators in the Faculty of Theology need to consider such aspects in the content of the courses they teach to meet the expectations of stakeholders.