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Journal articles on the topic 'Education, Higher – Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (March 7, 2016): 269–80. http://dx.doi.org/10.1108/ijshe-07-2015-0121.

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Purpose – The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/methodology/approach – Documentary research is the approach used to analyse the curriculum document for the programme of study. Findings – Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least. Practical implications – Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability. Originality/value – This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).
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2

Owusu-Agyeman, Yaw, and Magda Fourie-Malherbe. "Workforce development and higher education in Ghana: A symmetrical relationship between industry and higher education institutions." Industry and Higher Education 33, no. 6 (September 8, 2019): 425–38. http://dx.doi.org/10.1177/0950422219875000.

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This article is based on an empirical study of the importance of a symmetrical relationship between higher education institutions (HEIs) and cognate industry in Ghana. Using social capital theory as the theoretical underpinning of the study, the authors investigate how social structure and networks serve to explain HEI–industry relationships. The research follows a mixed-methods approach for gathering and analysing data from students, academics and industry representatives. The results suggest that the current relationships between HEIs and industry in Ghana could be improved through joint agreements, academic engagement and the development of policies that create synergy between the two entities. Additionally, the benefits to HEIs from such symmetrical relationships include the development of students’ employability skills and technology proficiency as well as the contribution of industry experts to educational programmes. The authors discuss the implications of their findings in relation to theory, practice and future research.
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Newman, Emmanuel. "Budgeting and Fund Allocation in Higher Education in Ghana." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 275–86. http://dx.doi.org/10.22610/jevr.v4i9.131.

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The National Council for Tertiary Education (NCTE) the coordinating body for tertiary education in Ghana) and the Ministry of Education established norms in the early 1990s to assist higher education institutions in planning and ensuring efficiency of their operations and foster performance monitoring and evaluation. The norms also serve as standardised input factors for budgeting and allocation of public funds for higher education. During the past years, budgetary allocation to higher education institutions for recurrent expenditure has fallen short of the norm-based costs. Indeed, the difference between the normbased costs of university education and resources made available to the institutions by the Government were 28.9% in 2005/06 and 23.4% in 2009/10. The consequence of the inability of the state to provide funds to meet the norm-based costs of higher education is the breakdown of norm-based budgeting which was instituted in the early 1990s and a reversion to incremental and ad-hoc budgeting without due regard to the volume of activities performed by the institutions. This development has had grave consequences for equity and efficiency in fund management in higher education. This work assesses the factors behind the discontinuance of the norm-based budgeting approach and the use of the incremental budgeting approaches in higher education in Ghana.
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Gbadago, Frank, Alfred Morrison, and Francis Donkor. "Assessment in Higher Education: Perceptions among Stakeholders from Ghana." British Journal of Education, Society & Behavioural Science 20, no. 3 (January 10, 2017): 1–18. http://dx.doi.org/10.9734/bjesbs/2017/29093.

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5

Morley, Louise. "Inside African Private Higher Education: Contradictions and Challenges." International Higher Education, no. 76 (May 12, 2014): 14–15. http://dx.doi.org/10.6017/ihe.2014.76.5525.

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This article discusses the findings that relate to quality and standards in two private universities from a recent research study on widening participation in higher education in Ghana and Tanzania. It interrogates how students experience assessment, facilities, pedagogy and resources and whether the private universities attach value to the quality of student experiences.
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Tsevi, Linda. "Private Higher Education’s Quality Assurance in Ghana." International Higher Education, no. 75 (March 17, 2014): 22–24. http://dx.doi.org/10.6017/ihe.2014.75.5437.

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This article discusses factors influencing the establishment of Ghana’s National Accreditation Board. Salient aspects are the growing population’s demand for higher education, increase in private providers and concerns about quality. Also discussed are the accreditation board’s quality assurance procedures and attendant problems.
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Tsevi, Linda. "Quality Assurance in Private Higher Education in Ghana: Perspectives of Administrators and International Higher Education Specialists." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 1 (October 2018): 5–23. http://dx.doi.org/10.3280/exi2018-001001.

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8

Qua-Enoo, Albert Arthur, Brandford Bervell, Paul Nyagorme, Valentina Arkorful, and John K. E. Edumadze. "Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 304–29. http://dx.doi.org/10.26803/ijlter.20.2.17.

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This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.
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9

Otoo, Isaac Christopher, Juliet Assuming, and Paul Mensah Agyei. "Effectiveness of Recruitment and Selection Practices in Public Sector Higher Education Institutions: Evidence from Ghana." European Scientific Journal, ESJ 14, no. 13 (May 31, 2018): 199. http://dx.doi.org/10.19044/esj.2018.v14n13p199.

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The purpose of this paper is to assess the recruitment and selection practices of public sector higher education institutions in Ghana. The research employed quantitative research approach with a descriptive survey design. Questionnaire was used to collect data from 128 respondents. Stratified and simple random sampling techniques were used to select the sample from the targeted population. Data processing was done using SPSS version 22. Results of the analyses showed, inter alia, the following; (a) Public sector higher education institutions in Ghana predominantly relies on recommendation as its main mode of employment; (b) Identification of available vacancies and delay in feedback after interviews were the two main challenges with the public sector higher education institutions in Ghana recruitment and selection practices. It is recommended that employee referrals (recommendation) though a good idea should be reduced, public sector higher education institutions in Ghana should make use of adverts (either print or electronic or both) in publicising its vacant positions.
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10

Kwasi-Agyeman, Fredua, Patrício Langa, and Patrick Swanzy. "Higher Education Funding and Student Access in the Global South." Journal of Comparative & International Higher Education 12, Fall (September 19, 2020): 83–98. http://dx.doi.org/10.32674/jcihe.v12ifall.1020.

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Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.
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11

Adjin-Tettey, Theodora Dame. "New Media Learning Practices among Higher Education Students in Ghana." Journal of Communication and Media Studies 2, no. 3 (2017): 1–13. http://dx.doi.org/10.18848/2470-9247/cgp/v02i03/1-13.

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12

Dzisi, Smile, and Franklin Odoom. "Entrepreneurship Education and Training in Higher Educational Institutions in Ghana." Journal of International Entrepreneurship 15, no. 4 (July 25, 2017): 436–52. http://dx.doi.org/10.1007/s10843-017-0210-7.

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13

Amuzu, Delali. "The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education: Myth or Reality?" Journal of Black Studies 50, no. 8 (November 2019): 787–808. http://dx.doi.org/10.1177/0021934719885630.

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Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand, seems to be a common denominator in both cases. But, does this capture the scope of the phenomenon? This article engages people who have worked in different capacities in Ghana’s higher education space to examine the deeper meanings that could be embedded in elitism, elicits conceptualizations of elitism, and further finds out how elitist higher education is in Ghana. Ultimately, the article intends to initiate a conversation on whether indeed there are elites being produced from the university system. This study was done with reference to an empirical study on decolonizing higher education in Ghana.
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14

Asabere, Nana Yaw, Joseph Agyiri, Richard Tenkorang, and Anita Darkwah. "Learning Management System (LMS) Development for Higher Technical Education in Ghana." International Journal of Virtual and Personal Learning Environments 11, no. 2 (July 2021): 87–109. http://dx.doi.org/10.4018/ijvple.2021070106.

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In developing nations such as Ghana, traditional face-to-face (F2F) mode of education is challenged when physical classroom (academic) resources are not available for all students in a particular tertiary institution. Globally, education modes have improved through learning management systems (LMSs) as a result of technological advancements. Accra Technical University (ATU) in Ghana is currently facing the problem of turning away qualified applicants due to the fact that the academic resources in ATU are not enough to accommodate all qualified applicants. Using a quantitative research instrument (questionnaire) in accordance to the five-point Likert scale and components of the technology acceptance model (TAM) framework, this paper tackled the problem above by proposing and developing an LMS to support the education of students in ATU. Analytical results of data responses from 200 lecturers and 16 students in ATU, showed that majority of these stakeholders are willing to embrace technology and the developed LMS in ATU.
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15

Fram Akplu, Henry. "Private Participation in Higher Education in Sub- Saharan Africa: Ghana’s Experience." International Higher Education, no. 86 (May 25, 2016): 20–22. http://dx.doi.org/10.6017/ihe.2016.86.9369.

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Private participation in higher education has contributed to the transformation and internationalization of higher education in Sub-Saharan African countries over the past two decades. The country-specific (Ghana) experience described in this article illustrates the push factors, policy responses, transformations, and ways in which deregulation has contributed to internalization of higher education.
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16

Morley, Louise. "Sex, grades and power in higher education in Ghana and Tanzania." Cambridge Journal of Education 41, no. 1 (March 2011): 101–15. http://dx.doi.org/10.1080/0305764x.2010.549453.

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17

Morley, Louise, and Kattie Lussier. "Intersecting poverty and participation in higher education in Ghana and Tanzania." International Studies in Sociology of Education 19, no. 2 (June 2009): 71–85. http://dx.doi.org/10.1080/09620210903257158.

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18

Amos, Patricia Mawusi, Bernard Mensah Amoako, Theresa Antwi, and Hannah Amoah. "Motherhood and higher education in Ghana: Experiences of student-nursing mothers." International Journal of Didactical Studies 2, no. 1 (January 2, 2021): 101454. http://dx.doi.org/10.33902/ijods.2021167163.

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19

Morley, Louise, and Alison Croft. "Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 383–99. http://dx.doi.org/10.2304/rcie.2011.6.4.383.

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty – especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project ‘Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard’, funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.
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20

Adu-Yeboah, Christine, and Linda Dzama Forde. "Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 400–414. http://dx.doi.org/10.2304/rcie.2011.6.4.400.

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This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a sample of first- and final-year women from the Departments of Sociology and Basic Education in one of the oldest public universities in the southern part of Ghana. The women students found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Recommendations from the study include the formulation of an institutional policy on mature women students in particular, and non-traditional students in higher education generally, and the regular provision of professional development programmes for higher education practitioners.
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21

Essel, Harry Barton, Dimitrios Vlachopoulos, and Akosua Tachie-Menson. "The relationship between the nomophobic levels of higher education students in Ghana and academic achievement." PLOS ONE 16, no. 6 (June 16, 2021): e0252880. http://dx.doi.org/10.1371/journal.pone.0252880.

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There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.
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22

Larbi-Apau, Josephine A., Ingrid Guerra-Lopez, James L. Moseley, Timothy Spannaus, and Attila Yaprak. "Educational Technology-Related Performance of Teaching Faculty in Higher Education." Journal of Educational Technology Systems 46, no. 1 (January 10, 2017): 61–79. http://dx.doi.org/10.1177/0047239516685849.

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The study examined teaching faculty’s educational technology-related performances (ETRP) as a measure for predicting eLearning management in Ghana. A total of valid data ( n = 164) were collected and analyzed on applied ISTE-NETS-T Performance Standards using descriptive and ANOVA statistics. Results showed an overall moderate performance with the highest recorded for technology operation and concepts and the lowest for observance of social, ethical, legal, and human factors. Effects of age and academic discipline on ETRP were significant but gender and professional status had no significant effects.
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23

Morley, Louise, and Rosemary Lugg. "Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Social Processes." Journal of the World Universities Forum 1, no. 6 (2008): 51–60. http://dx.doi.org/10.18848/1835-2030/cgp/v01i06/56528.

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24

Akweley Adotey, Joana. "Quality Assurance and Higher Fashion Education in Ghana: Examining the Contemporary Quandary." International Journal of Vocational Education and Training Research 2, no. 6 (2016): 39. http://dx.doi.org/10.11648/j.ijvetr.20160206.12.

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25

Armah, Justice Kofi, and Duan Van Der Westhuizen. "Embedding Digital Capability into the Higher Education Curriculum: The Case of Ghana." Universal Journal of Educational Research 8, no. 2 (February 2020): 346–54. http://dx.doi.org/10.13189/ujer.2020.080203.

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26

Morley, Louise. "Gender mainstreaming: myths and measurement in higher education in Ghana and Tanzania." Compare: A Journal of Comparative and International Education 40, no. 4 (July 2010): 533–50. http://dx.doi.org/10.1080/03057925.2010.490377.

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27

Morley, Louise, Fiona Leach, and Rosemary Lugg. "Democratising higher education in Ghana and Tanzania: Opportunity structures and social inequalities." International Journal of Educational Development 29, no. 1 (January 2009): 56–64. http://dx.doi.org/10.1016/j.ijedudev.2008.05.001.

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28

Ananga, Patricia. "Factors That Influence Instructors’ Integration of Social Media Platforms Into Higher Education Pedagogy in Ghana." Journal of Educational Issues 6, no. 2 (September 6, 2020): 118. http://dx.doi.org/10.5296/jei.v6i2.17367.

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Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.
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Rivers, Patrick A., John Kwame Rivers, and Vanessa Hazell. "Africa and Technology in Higher Education." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 14–31. http://dx.doi.org/10.31686/ijier.vol3.iss5.354.

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Showing that technology in higher education in African countries is lagging behind the developed world and also that Internet connectivity is on the rise in African nations, this paper describes and analyzes trends in the use of ICTs as well as the impact that the shortage in technological use and capacity has on Africa, particularly that needed to address the changing demands within the higher education sector. Challenges to the proposed widespread implementation of technology exist, particularly because most institutions of higher education have very limited technological capacity and basic resources, such as electricity, equipment, and funding; brain drain, improper use of ICT, and the colonial mindset are also factors. It is suggested that ICT be integrated into education with a purpose and within the context of postcolonial theory and a critical pedagogy perspective. Key uses of ICT in education, including mobile technology, are access, support, and communication, making learning available to anyone anywhere and enhancing learning as an interactive process, with much potential for collaboration and problem-solving. Four salient components related to incorporating ICTs into higher education are discussed: (a) teacher education; (b) curriculum; (c) distance learning; and (d) educational policy, planning, and management. Examples of technological initiatives in higher education as well as recommendations are given. Ghana, Kenya, and Tanzania, representative of other African nations to varying degrees, are highlighted in regard to ICT infrastructure and its relevancy to higher education. It is concluded that African higher education has high potential for catching up in the technological race.
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Mkude, Daniel. "Higher Education as an Instrument of Social Integration in Tanzania: Challenges and Prospects." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 366–73. http://dx.doi.org/10.2304/rcie.2011.6.4.366.

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In developing countries, higher education is a powerful instrument for social mobility and economic prosperity. An in-depth study of the relationship between higher education and certain equity issues has revealed that in Ghana and Tanzania there is inadequate effort to widen higher education participation to include traditionally disadvantaged groups. The article argues that provided they have strong and visionary leadership, universities can spearhead efforts to make higher education accessible to such disadvantaged groups through the judicious use of their admissions and selection criteria, and the mounting of special make-up and support programmes.
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Asiedu, Mercy Asaa, Hod Anyigba, Kwame Simpe Ofori, George Oppong Appiagyei Ampong, and John Agyekum Addae. "Factors influencing innovation performance in higher education institutions." Learning Organization 27, no. 4 (July 3, 2020): 365–78. http://dx.doi.org/10.1108/tlo-12-2018-0205.

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Purpose The purpose of this paper is to explore the relationship between transformational leadership, knowledge management capabilities, organizational learning and innovation performance in the context of higher education institutions. Design/methodology/approach Using a survey research design, data was collected from 219 respondents comprising faculty and administrative staff from two public and five private universities in Ghana. The data were analysed by using the partial least squares approach to structural equation modelling with the use of Smart PLS software. Findings The results revealed that transformational leadership significantly predicts knowledge management capabilities and organizational learning and also has a positive effect on innovation performance. Originality/value Although some studies have covered the theoretical and empirical analyses of links between transformational leadership, innovation performance and some knowledge management capabilities, this study examines the direct links between transformational leadership and knowledge management capabilities, on one hand, and transformational leadership and organizational learning on the other, as well as their overall effect on innovation performance, which has been less discussed in literature, particularly in the tertiary educational sector and in the Ghanaian context.
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32

David, Miriam E. "Learning from Innovative International Research on Higher Education: How to Conceptualise Equity for Policy, Practice and Pedagogies in Higher Education." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 430–43. http://dx.doi.org/10.2304/rcie.2011.6.4.430.

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In this article, the author draws together the diverse approaches to equity and widening participation found in the innovative international research conducted in Ghana and Tanzania by contrast with those in the ‘global North’, using the United Kingdom as a case study. In particular, the author considers the utility of equity scorecards around the theme of the three Rs – recruitment, retention and results – in the context of very diverse national and international cultures and contexts. The focus of these scorecards is on equity in terms of gender, age and socio-economic backgrounds. Using research evidence from the United Kingdom's Teaching and Learning Research Programme on fair access and widening participation in higher education, the author also draws out further conceptual considerations about equity and diversity as key to developing policies, practices and pedagogies for the future of global universities in the twenty-first century. What are the obstacles and opportunities for envisioning equitable and fair policies, practices and pedagogies for the three Rs to enable and enhance higher education for women and other socio-economically disadvantaged groups?
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33

Atuahene, Francis, and Anthony Owusu-Ansah. "A Descriptive Assessment of Higher Education Access, Participation, Equity, and Disparity in Ghana." SAGE Open 3, no. 3 (July 23, 2013): 215824401349772. http://dx.doi.org/10.1177/2158244013497725.

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34

Bakah, Marie A. B., Joke M. Voogt, and Jules M. Pieters. "Curriculum reform and teachers' training needs: the case of higher education in Ghana." International Journal of Training and Development 16, no. 1 (December 16, 2011): 67–76. http://dx.doi.org/10.1111/j.1468-2419.2011.00389.x.

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35

Nicolas, Claire. "Physical Education in the Colonial Gold Coast: From a Civilizing Mission to “Useful Citizens”." Social Sciences 10, no. 2 (February 22, 2021): 77. http://dx.doi.org/10.3390/socsci10020077.

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This paper addresses the transfer of Physical Education to the Gold Coast, focusing on its shifting role in producing ideal subjects and its relationship to the imperial politics of the mid-20th century. It explores the contradictory ways in which, in the Gold Coast (now Ghana), the training of young teachers in higher education institutions allowed for the transfer of British citizenship training codes into a colonial setting during the first half of the 20th century. It is focused on the conversation engaged between the Education Department of the Gold Coast and specialists in higher education institutions. The paper is based on archive material collected in the United Kingdom and Ghana.
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36

Thompson, Esi Eduwaa. "Public relations education in an emerging democracy: the case of Ghana." Journal of Communication Management 22, no. 4 (November 5, 2018): 476–89. http://dx.doi.org/10.1108/jcom-04-2018-0038.

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Purpose The purpose of this paper is to examine how lecturers in public relations (PR) in Ghana are preparing students to be effective practitioners. The study also aims to extend understanding of PR education to an emerging democracy in response to calls for examining how future practitioners are shaped in different contexts. Design/methodology/approach The paper adopted a qualitative open-ended key informant in-depth interview approach with 12 purposively sampled PR lectures in accredited higher education institutions in Ghana. Findings PR education in Ghana is shaped by the local socio-political and economic context and influenced by western approaches. The opportunity to teach PR at the diploma level (prior to a bachelor’s level) provides another layer of PR training. Extensive use of social media in Ghana suggests that more focus should be placed on teaching about the strategic use of these technologies in industry. In the face of real challenges, under-resourced lecturers find ways to appropriate and provide students with skills needed for industry. Research limitations/implications The use of a qualitative data gathering method suggests that this study should be considered an introduction into PR education in Ghana, which requires further investigation with generalizable samples. Originality/value This study profiles PR education in Ghana. It also responds to calls to examine the preparation of future practitioners in different context beyond the western world.
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37

Murgescu, Bogdan, Viorel Proteasa, and Jan Sadlak. "Long term perspectives on higher education: student movements, human capital and expert culture." International Review of Social Research 8, no. 1 (June 1, 2018): 7–12. http://dx.doi.org/10.2478/irsr-2018-0002.

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Abstract This special issue aims at providing an empirical, analytically grounded perspective on foremost European higher education, while pointing at historical references, path-dependencies, critical junctures, and “original” institutional settings determined by the interaction of new forms with historical legacies. The contributions collected depict different facets of long term transformations of higher educations and, in some cases, their interplay with critical moments characterized by ample and abrupt transformations. Geographically, this issue includes study-cases localized in Central and Eastern Europe (the Czech Republic, Hungary, Poland and Romania), Western Europe (Italy and Germany) and Africa (Ghana). One of the express aims of the special issue is to bring together analyses focusing on national and/or local case studies, which have the potential to constitute the basis for comparative analysis.
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Effah, Paul. "A Ghanaian Response to the Study on ‘Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard’." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 374–82. http://dx.doi.org/10.2304/rcie.2011.6.4.374.

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The study on ‘Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard’ is a contribution to making higher education more socially inclusive in sub-Saharan Africa. The findings reinforce some of the policy initiatives taken in Ghana and Tanzania, and underscore the importance of widening participation in higher education, as well as addressing associated issues of equity and quality. Although the higher education sector has expanded tremendously during the past two to three decades, enrolment at the tertiary level falls behind levels obtained in most developed countries. Access and equity continue to be issues, particularly in rural areas. This article responds to some of the findings in the research study. It identifies some of the policy initiatives by government and interventions taken by the tertiary education institutions to address the issue of access and equity in the provision of tertiary education. As a result of these initiatives, some students in rural areas have not only had the opportunity to enrol in competitive professional programmes like medicine and engineering, but have also been provided with avenues for upward social mobility. A number of recommendations are made towards canvassing support for broader involvement of all stakeholders in the process of promoting access and addressing inequalities.
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Mensah, Christopher, and Edem M. Azila-Gbettor. "Religiosity and students’ examination cheating: evidence from Ghana." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1156–72. http://dx.doi.org/10.1108/ijem-07-2017-0165.

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Purpose Academic misconduct has become an albatross on the management of higher education institutions with long-term ramification on developmental agenda of countries. The purpose of this paper is to examine the association between religiousness of students and examination cheating tendencies. Further, this paper explored the cheating methods, reasons for cheating and the relationship between perception of peer cheating and examination cheating propensity among students in Ghana. Design/methodology/approach A cross-sectional research design was adopted for the study using questionnaires to collect data from 355 students in a three-year higher national diploma awarding technical university in Ghana. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were the main data analytical tools. Findings Results of the study revealed that “fear of failure” was the leading reason driving students’ examination cheating behaviours. Perception of peer cheating was related to levels of self-reported cheating whereas religious inclination of students was uncorrelated with the self-reported cheating behaviour of students. Practical implications The findings of the study provide implication for management of higher education institutions. The academic counselling unit of higher education institutions should work to dispel students’ overly sensitivity to end-of-semester examinations. Teachings of religious groups should highlight examination cheating as constituting violations of religious values and norms. Originality/value This paper is one of the pioneers of examination cheating and religiosity relationship in Ghana’s higher education settings. This study makes an additional contribution to the literature on the religiosity examination cheating nexus.
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Demuyakor, John. "COVID-19 Pandemic and Higher Education: Leveraging on Digital Technologies and Mobile Applications for Online Learning in Ghana." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 26–38. http://dx.doi.org/10.34293/education.v9i3.3904.

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Since mid-March 2020, educational systems worldwide and particularly Ghana were under increasing pressure to use the new Digital Technologies (DTs) and mobile applications (apps) to assist teachers in guiding students to continue with online learning activities due to the COVID-19 pandemic. The study is aimed at assessing the utilization of DTs and apps tools by students during the COVID-19 pandemic and how those technologies have affected online learning in institutions of higher education in Ghana. The researcher adopted an online survey and exploratory-based design that utilized quantitative and qualitative approaches to purposively collect data from N=784 students from three major public universities in Ghana. Also, the study applied Uses and Gratification as the theoretical basis in understanding the utilization of DTs and their possible limitations for remote learning during the peak of COVID-19 in Ghana. This study reported that the specific DMTs and mobile apps used by students in higher education for online learning are smarts phones and apps such as Class In, Zoom, Skype, and Instagram live stream. This study also revealed that Personal Learning Network (PLN) such as WhatsApp, Facebook, Twitter were also actively used by students for remote online learning. Again, the study shows that 77.1% of students in the sampled three universities were fully aware of the DTs and apps utilized for online learning during COVID-19. Also, the findings from this study report that students in higher institutions identified unstable electricity for continuous online learning, especially for those students in rural areas, unreliable internet service, poor WiFi connections, expensive smartphones / laptops, and high cost of inter bundle as key challenges of using DMTs and mobile apps for online learning during the COVID-19 pandemic. Finally, on the perceived usefulness of DTs and mobile apps among students for online learning in higher educational institutions, the findings from this study suggest that DMT’s and apps were of great benefit to students for remote online learning.
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Asravor, Richard Kofi. "Estimating the economic return to education in Ghana: a gender-based perspective." International Journal of Social Economics 48, no. 6 (March 17, 2021): 843–61. http://dx.doi.org/10.1108/ijse-09-2020-0602.

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PurposeThe increasing rate at which individuals, especially, females in Ghana are seeking higher education calls for an estimation of the returns to schooling and education in Ghana.Design/methodology/approachThe study employs the Mincer equation to a representative cross-sectional micro-data from Ghana using OLS and instrumental variable (IV) methodologies. The paper uses spouse's education as instruments in the IV estimation.FindingsReturn to schooling was found to be higher for females than males, likewise, membership of an old student associations and location of the household. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Research limitations/implicationsReturn to schooling was found to be higher for females than males. Likewise, individuals who are members of an old student association and are in urban areas were found to have a higher return to schooling than individuals who are not members of an old student association and are in rural areas. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Practical implicationsWage determination process is different for males and females, across religion and residency. The higher returns to schooling for females imply education is a good investment for women and girls and should be a development priority.Social implicationsThe higher returns to schooling for females imply an investment in girl's education should be a development priority.Originality/valueThe paper extends the existing literature by focussing on the role of religion, old student's association (alma mater) and gender on the differential earning returns to schooling.
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Akotoye, Francis Xavier Kofi. "User-Based Perspective on Cost as a Limiting Factor to Conference Call Technology Use in Higher Education." International Journal of E-Services and Mobile Applications 9, no. 3 (July 2017): 62–72. http://dx.doi.org/10.4018/ijesma.2017070104.

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The use of ICTs in many parts of sub-Saharan Africa, including Ghana, has been described as transformational. However, there is paucity of research on user perspectives on ICTs in institutions of higher learning. This cross-sectional study assessed the perception of students at the University of Cape Coast in Ghana regarding cost as a limiting factor to the use of conference call technology. The complementary log-log regression model was based on a sample of 62 students surveyed in April and May 2015; which sixty-nine percent indicated that cost was a limiting factor. Though Chi-square statistic failed to reject the hypothesis, at the bivariate level, some relationships were statistically significant. Most of these relationships were not robust and disappeared completely when other factors were controlled in the multivariate model. Also, some relationships were absent at the bivariate level and only appeared at the multivariate level indicating that the connection between students' perception of cost and compositional and organisational factors is complex.
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Boahin, Peter, and W. H. Adriaan Hofman. "Implementation of innovations in higher education: the case of competency-based training in Ghana." Innovations in Education and Teaching International 49, no. 3 (August 2012): 283–93. http://dx.doi.org/10.1080/14703297.2012.703021.

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Donkor, Prince, Ding Ya, and Gideon Adu-Boateng. "The Effect of Parental Economic Expectation on Gender Disparity in Secondary Education in Ghana: A Propensity Score Matching Approach." Sustainability 11, no. 23 (November 27, 2019): 6707. http://dx.doi.org/10.3390/su11236707.

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Ghana, like most sub-Saharan African countries, continues to face gender disparity at the higher levels of the educational hierarchy. This paper seeks to investigate whether gender disparity in senior secondary schools in Ghana is influenced by the economic expectations that parents have for their children’s education. Using data from Ghana Living Standard Survey round 6 (GLSS 6), the study employs Propensity Score Matching in its analysis. Intra-household income inequality was used as a for measure parental expectations of the economic returns of education. The results revealed that, on the average, Ghanaian parents expect their male children to reap more economic benefits from education than girls. This attitude culminates in higher investment in boys’ education to the disadvantage of their female counterparts at senior secondary schools. It is therefore recommended that appropriate policies should be implemented to ensure that the barriers that prevent women from occupying high-earning positions in the labor market are expunged. With this, parents will believe that girls can have the same economic opportunities as boys and hence will invest equal resources in children’s education irrespective of their gender.
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Swanzy, Patrick, Patricio V. Langa, and Francis Ansah. "Quality Assurance in Ghana: Accomplishments and Challenges." International Higher Education 94 (June 11, 2018): 28–30. http://dx.doi.org/10.6017/ihe.2018.0.10549.

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This article examines Ghana’s efforts to revitalize its higher education system using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the QA system. Ghana has one of the oldest QA systems in Africa, so lessons learned there are worth sharing with scholars and practitioners.
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Swanzy, Patrick, Patricio V. Langa, and Francis Ansah. "Quality Assurance in Ghana: Accomplishments and Challenges." International Higher Education 94 (June 11, 2018): 28. http://dx.doi.org/10.6017/ihe.2018.94.10529.

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This article examines Ghana’s efforts to revitalize its higher education system using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the QA system. Ghana has one of the oldest QA systems in Africa, so lessons learned there are worth sharing with scholars and practitioners.
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47

Forster, Phyllis, Rosemary Quarcoo, Elizabeth Lani Ashong, and Victoria Ghanney. "Views of Teacher-Trainees on Clothing and Textiles Education in two Teacher Education Universities in Ghana." World Journal of Education 7, no. 1 (December 29, 2016): 1. http://dx.doi.org/10.5430/wje.v7n1p1.

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The study explored the views of teacher-trainees on Clothing and Textiles (C&T) education in two teacher educationuniversities in Ghana. The objectives were to find out whether pre-tertiary Sewing/C&T lessons provided them withsmall-scale business skills, and foundation for higher education, they could teach Sewing/C&T competently oninternship, identify their sources of motivation, and elicit their suggestions to improve on the subject. Data collectedrevealed that one-tenth and two-thirds acquired small-scale business skills from their lessons at basic and secondarylevels respectively. About 71% indicated they taught the subject competently on internship and career intention wastheir main motivating factor for the subject. For improvement, there is need to provide adequate modern facilities andcompetent teachers with current ideas in content and pedagogy, and good teacher relationship with students andindustry. Other suggestions were, students should remain focused and attract others to the subject through theirdressing. Feed-back from the teacher trainees indicates that Sewing/C&T education in Ghana provides occupationalskills and foundation for further studies.
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Pantah, AbdulMoomen. "HIGHER EDUCATION ACCESSIBILITY AND FINANCIAL SUSTAINABILITY IN GHANA: THE ROLE OF THE STUDENT LOAN SCHEME." International Journal of Advanced Research 6, no. 2 (February 28, 2018): 1481–95. http://dx.doi.org/10.21474/ijar01/6580.

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Amoako, George Kofi, Kwasi Dartey-Baah, and Evans Sokro. "Factors influencing teaching as a career choice in both public and private universities in Ghana." Journal of Applied Research in Higher Education 12, no. 4 (July 1, 2019): 633–48. http://dx.doi.org/10.1108/jarhe-07-2018-0163.

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Purpose The purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory. Design/methodology/approach In this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo. Findings Results from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers. Research limitations/implications This study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison. Practical implications The study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers. Originality/value Despite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory.
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BOAKYE, Peter, and Kwame Osei KWARTENG. "Education for Nation Building: The Vision of Osagyefo Dr. Kwame Nkrumah for University Education in the Early Stages of Self-Government and Independence in Ghana." Abibisem: Journal of African Culture and Civilization 7 (December 5, 2018): 1–26. http://dx.doi.org/10.47963/ajacc.v7i0.38.

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The Gold Coast was renamed Ghana by the political leadership on the attainment of Independence. But before 1957, Osagyefo Dr. Kwame Nkrumah had become Prime Minister of the Gold Coast in 1952, and by this arrangement ruled alongside the British Colonial Governor. Osagyefo Dr. Kwame Nkrumah set out to rebuild the new nation, and by doing so, Education, especially University Education, became a significant tool for the realization of such an objective. He, and the Convention People’s Party (CPP) Government saw education as “the keystone of people’s life and happiness.’’1 Thus, Osagyefo Dr. Kwame Nkrumah wanted the University Colleges in the Gold Coast to train intellectuals capable of combining both theory and practice as well as use their energies to assist in the task of national reconstruction.2 This explains why Osagyefo Dr. Kwame Nkrumah clearly spelt out the visions of University Education in Ghana. This paper, which is multi-sourced, uses archival documents, newspapers, interviews and scholarly secondary works such as articles, book chapters and books to examine the visions of Osagyefo Dr. Kwame Nkrumah for University Education in the early stages of self-government and independence in Ghana. The paper particularly focuses on measures adopted by the first Prime Minister of Ghana such as establishment of an International Commission on University Education (ICUE), making the existing University Colleges independent, the rationale for setting up the University College of Cape Coast (UCCC), the Africanization of the University staff, establishment of the Institute of African Studies and the formation of the National Council for Higher Education to transform the University Colleges to reflect the needs and aspirations of Ghanaians. _________________________________________ 1 H. O. A. McWilliam, & M. A. Kwamena-Poh, The Development of Education in Ghana. (London: Longman Group Ltd., 1975), 83. 2 Samuel Obeng, Selected Speeches of Kwame Nkrumah, Vol. 1 (Accra: Aframs Publication Ltd., 1997), 74.
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