Implementing higher education academic reform: A case study of the faculty of humanities, at Mohammed V University, in Rabat, Morocco

During the last 35 years, Morocco has attempted to improve its higher education system. Unfortunately, these reform attempts did not yield desired outcomes. Therefore, the late king, Hassan II, mandated a reform of the whole educational system. The recommendations of the ad-hoc commission set up by the late king were approved by his son and successor Mohamed VI and supported by his government and both houses of parliament (Mekouar, 2000).;The purpose of this study was to examine the implementation process of the academic dimension of the new Moroccan higher education reform at the Faculty of Humanities, at Mohammed V University. The study research questions were as follows: (1) How is the academic reform implementation process progressing at the Faculty of Humanities, at Mohamed V University? (2) How do the Ministry of Higher Education administrative officers, and Mohammed V University administrative officers and faculty members perceive the anticipated academic changes?;This research project used a qualitative, single case study and a constructivist paradigm as suggested by Guba and Lincoln (1998). The collection of data for this study consisted of (1) conducting interviews with the Ministry of Higher Education administrative officers, Mohammed V University administrative officers, and faculty members in the Faculty of Humanities; and (2) conducting an in-depth analysis of internal reform documents of the Ministry of Higher Education and Mohamed V University, as well as reform-related legislative documents, articles and books.;Several thematic categories emerged from the interviews and analysis of reform-related documents. For the origin stage, "political motivation and political pressure" and "inherited problems" emerged as influencing factors that contributed to the birth of the reform. In the adoption stage, "unprecedented consensus" about the reform emerged as the main thematic category. In stage three, implementation, two thematic categories emerged, "philosophical shift" and "challenges." Stage four, anticipated perceived changes, also revealed two main themes, "added responsibility" and "conditional optimism.";Findings of the study suggest that reform is a complex process and a heavy responsibility for participants, requiring collaboration, compromise, and open communication to help them succeed in the implementation of reform. The interviewees conveyed their optimism regarding the future of reform, but at the same time believed that reform could only be successful in the future if promises were kept, recommendations followed and certain conditions met.;The study concluded with a discussion about the implications for practice, and offered six constructive recommendations to help participants in the reform maximize the chances of its success. At the end recommendations for future research were also offered.