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The purpose of this paper is to find out how organizational and contextual factors affect a curriculum change in a University in Singapore. There is a need to research the processes of educational change in Singapore as rapid changes can result in complex problems. The university is chosen as it is at the forefront of the government's strategy for economic planning. It is also hoped that through this case study investigation of curriculum educational change of this University's Engineering School, the importance of considering people's situations and their roles in the educational change can be highlighted. Previously, students undertook one year of common engineering curriculum when they enrolled in a Bachelor of Engineering program in this University. This has, however, been expanded to a two‐year common engineering program. This study examines the academic staff's collaboration and communication in implementing the curriculum change. This study investigates the organizational factors that influence the academics' communication in a curriculum change.

The research method used is documentary analysis of curriculum, planning and policy documents as well as annual reports.

The interviewees concurred on the points that there should be more consideration of their views on the curricular issues in the University, and that top‐down decisions should be incorporated with bottom‐up input. This study discovers that more attention should be paid to students' learning, particularly in developing skills that will help them adapt to a knowledge‐based economy and rapid economic developments. In general, the academics desired a greater and deeper involvement in decisions on curriculum changes so that they could contribute their professional and pedagogical viewpoints.

This study show the importance of examining the factors that influence academics to change and the stages they go through. It also shows the need to involve academics at every stage of a curriculum change.

This case study aims to ensure that, students should be able to recognise the behaviours that influence the in-member out-member categorisation that transpires in the workplace, both from the leader’s perspective and that of the followers; determine and understand the relevance of forming interpersonal relationships in the workplace and that interpersonal relationships create fundamentally positive or negative work experiences and impact on career opportunities in the workplace; gain an understanding of the internal bias and subjective comfort that leaders must actively overcome to establish an environment in which the entire team becomes in-group members; and be able to assess the contextual variables that contribute to the negative or positive aggravation of the leader–member exchange.

It was 16 October 2014, and Nonkululeko Gobodo, Executive Chair of accounting firm SizweNtsalubaGobodo, was looking to her younger sister, Notemba Dlova, for emotional support, as she sought to address an important issue that was on the agenda of the firm’s board of directors’ meeting the following day. Tensions between her and Victor Sekese, Chief Executive Officer of the firm, were mounting, and a number of the directors were unhappy with the status quo. “How do you think I should address the issue?” she asked Dlova. Both sisters knew that at stake was Gobodo’s future at the firm she had battled so hard to build up in the face of racial and gender stereotypes.

The case study is appropriate for use in a range of postgraduate courses aimed at Master’s in Management and Master of Business Administration (MBA)-level students. It is also suitable for use in postgraduate diplomas in business and executive education short courses.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.