Public Governance Teaching: A Reflective Analysis of Curriculum Renewal

This study presents a reflective analysis of a three-year curriculum renewal process in the Programme for Governance and Political Transformation at a mid-sized South African University. Through the systematic application of Gibb’s Reflective Cycle (1998) this research explores how sustained engagement with governance practitioners and stakeholders can inform curriculum development in Public Governance education. The study employs a pragmatic ontology and qualitative methodology, utilising narrative analysis to examine the collaborative involvement of practitioners, stakeholders, and peers in curriculum development. Drawing on insights from annual #integritasza conferences (2020–2023), the research documents how multistakeholder engagement enhanced curriculum relevance and real-world applicability. This article examines the theoretical foundations of Public Governance, reviews contemporary governance paradigms including New Public Management, New Public Governance, and public value frameworks. This research contributes to the Scholarship of Teaching and Learning (SoTL) by demonstrating how systematic reflection on stakeholder-engaged processes can enhance Public Governance education.