Abstract
This paper explored Bolman and Deal’s framework for understanding leadership and organizations for comparison with an English language curriculum model of an autonomous Pakistani public university’s (SFU) to reveal the gaps and needs for possible development. This, in turn, is related to educational developments and insights from the higher education (HE) sector in Finland. It is found out that the Higher Education Commission (HEC) curriculum without any amendment and piloting is taught in autonomous Pakistani universities. The specific academic and situational needs of the staff and students are not taken into consideration for curriculum design in Pakistan. The evaluation of the courses is administered solely through the formative assessment. It is suggested that the critical feedback from the faculty and students is pivotal for the design and implementation of the curriculum in universities. It is perceived that Bolman and Deal framework is a good frame for developing the pedagogical features within universities in Pakistan, as it not only embraces the structural aspects of the curriculum but also identifies underlying political constraints, human resources and symbolic aspects.