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Allan, Elizabeth J. "Constructing women's status : policy discourses of university women's commission reports /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.
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Chappell, Carolyn D. "The Virginia Commission on Higher Education Board Appointments| The Impact of Legislative Reform on Public University Governance." Thesis, George Mason University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591030.
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Recent national attention to issues of access, cost, and institutional performance in our public institutions of higher education have included numerous critiques and calls for reform at the level of board appointments and board governance. There has been considerable attention in both scholarly and popular media regarding governance issues including shoddy political appointment practices, lack of orientation and preparation, run-away boards, arrogant chief executives, and the negative effects of under-prepared, under-qualified trustees. These concerns have persisted as national, even congressional, attention has turned to high college costs, student debt-load, and the use of university endowments to offset costs to students and their families. These concerns were amplified by the recent economic recession and its impact on higher education. The use of appointment commissions or councils (whose responsibility is to recommend board member appointments based on merit) has been identified as a way in which to improve higher education governance. This study will examine the context surrounding the establishment of the 2002 Virginia Commission on Higher Education Board Appointments (which will be referred to as the Commission), and will explore its impact on subsequent boards of visitors at the four largest public universities in the Commonwealth. The question, Has board governance in Virginia state-supported higher education institutions changed with the advent of the Commission? will be investigated. The methodology employed and the conclusions reached may inform and encourage other state systems to consider similar reforms in the trustee appointment process and will add to the literature on best practices in higher education governance.
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Sampong, Kwasi Addo. "An evaluative study of a distance teacher education program in a university in Ghana /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1543050811&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Anyanwu, Ogechi Emmanuel. "THE POLICIES AND POLITICS OF MASSIFICATION OF UNIVERSITY EDUCATION IN NIGERIA, 1952-2000." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1159589539.
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Akwaa-Mensah, Christopher Yartey. "Policy development and implementation in a Ghanaian public university." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/59564/.
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This qualitative case study explores how policy is developed and implemented in public universities in Ghana, using the case of the University of Education, Winneba. It draws on a theoretical rationale in which inclusion and inclusiveness are seen as paramount (Lewin, 1951; Schein, 1995; Robins, 2003) to specifically question the influence of different stakeholder groups in the development and implementation of policies in the University. The study utilized data from two sources: the analysis of policy documents, and semi-structured one-on-one interviews with fifteen senior non-teaching and teaching staff in three of the four University of Education campuses. The findings discussed in the two analysis chapters – Chapter Four and Chapter Five - indicate that not all stakeholders of the university community are involved in policy reforms. The discussion in Chapter Four suggests that some policy reforms are handled by the Governing Council and/or the Academic Board without much consultation with stakeholders. Junior level staff are the most excluded from the policymaking process with the effect that in some cases University management decisions become policies. Chapter Five discusses stakeholder participation and finds that efforts are made to disseminate policies although there are gaps in the dissemination methods and implementation. The main policy implementation gaps are the lack of proper evaluation and follow-up mechanisms for investigating the magnitude of collegiate participation and the impacts of such participation. Given that all the stakeholders are required to support new policies irrespective of their gender and/or position, the study contends that collegial participation in the policy development and implementation processes is very important. Overall, it may be argued that stakeholder perspectives on policy development practices within UEW contradicts Muller's (2007) concerns that academic institutions are nurtured through the adoption of sound policies through wide faculty consultation. Due to the small number (fifteen) of participants and considering that this was a case study, it is recommended that future studies are scaled up to include a fuller range of views (junior and senior members) from both public and private universities.
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Badu-Nyarko, Samuel. "A study of faculty attitudes towards the adoption of university-based distance education in Ghana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0026/MQ33339.pdf.
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Adinku, William Ofotsu. "Towards the National Theatre concept : a model for the development of dance education within the Ghanian university system." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848393/.
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During the period under colonial rule Ghanaian traditional life styles were largely destroyed and foreign value systems imposed. Following independence in 1957 the concept of National Consciousness, which seeks to encourage models of traditional forms in all new developments, was proposed. This thesis addresses the need to introduce traditional dance into the Ghanaian University system in response to the concept of National Consciousness. The thesis is divided into two parts. Part One is a survey of traditional dance models and their significance for new developments, while Part Two examines these models as applied activities in dance eduction and theatre work. In Part One traditional dances and related arts are treated in Chapters 1 and 2 while the developments of concepts for national integration through the dances are treated in Chapters 3 and 4. In Part Two concepts of dance in education are examined in Chapter 5; the roles of dance in education as well as models in subject programming in Chapter 6 and curriculum development for first degree courses in Chapter 7. Chapter 8 looks at the contributions of the various Chapters to the development of an African orientated dance programme for education and theatre practice in emergent African societies. The study is limited to the Country of Ghana though the findings may have implication for other African countries.
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Effah, Ebenezer Asare. "Assessing the applicability of student-based brand equity constructs in university institution preference in Ghana." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1225/.
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With ad-hoc application of the traditional element of marketing failing to sustainably cushion institutions against growing competition, universities are frantically searching for ways to differentiate themselves in the long term. This study ascertains the applicability of five empirically established brand equity constructs to Ghana’s university industry. It is underpinned by a pragmatist philosophy - an objective-driven blend between the ontological and epistemological philosophical positions, and adopts a mixed-methods paradigm that combines qualitative and quantitative survey methods of data collection and analysis. For the qualitative part, 22 valid face-to-face in-depth interviews with undergraduate students selected from four universities were used while the quantitative study used 625 self-administered questionnaires from undergraduate students from twelve universities. Thematic analysis was used for the qualitative data while for the quantitative data, the structural equation modelling technique of partial least squares (PLS) was employed to ascertain relationships between the five independent student-based brand equity (SBBE) constructs on one hand, and students’ university brand preference (SUBP) as a dependent variable, on the other. Results of the analysis indicate a positive relationship between most of the SBBE constructs studied and university preference in Ghana. Four SBBE dimensions namely; university institutional reputation (UIR), university institutional image (UII), university graduate employability (UGE) and perceived institutional service quality (PISQ) recorded significant positive relationships with students’ university preference (SUP). Positive relationships were also obtained between university image and university reputation, university identity and university reputation, as well as between perceived institutional service quality and graduate employability. On the contrary, an insignificant relationship was obtained between university institutional identity (UI) and students’ university preference. The correlation analysis also indicates significant positive relationships among all the independent SBBE variables. Cumulatively, the results indicate that the SBBE concept is applicable to Ghana’s university context as the SBBE constructs and university preference are positively related. The prevalence of reputation, image, graduate employability and perceived institutional service quality in the research findings has implications for policy in the university sector. Also worthy of note is the significant positive relationship obtained between perceived institutional service quality and graduate employability; as well as between university institution identity, university institution image and university institution reputation. Much of the existing academic work on higher education branding has concentrated on brand equity’s antecedents and consequences. This study links empirically proven antecedents of university brand equity to university preference. Also, most of existing empirical research on brand equity in the university sector has focused on developed countries whose circumstances are fundamentally different from those of developing economies. This study is a novelty in the sub-Saharan African context where student-focused university branding is uncommon; and so comes as a significant contribution from Ghana, to the growing worldwide debate on university branding. While contributing a survey instrument that enhances SBBE research methodology, theoretically, the unique blend of SBBE constructs employed is unprecedented. Notwithstanding some limitations identified, this study presents an empirical model that stands to guide university management in judiciously dispensing scarce resources.
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Ohene, Isaac. "Gender and leadership in higher educational institutions : exploring perceptions and practices in University of Cape Coast, Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6293/.
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The purpose of this study is to examine the level of female participation in leadership activities in the University of Cape Coast (UCC). Leadership is experienced at various levels within the university - student, staff, committee and management levels in the university. However, the positions are mainly held by men. This study examined the institutional structures and cultural factors responsible for the dearth of women in leadership and why it is necessary to have more women vigorously involved in the decision-making in the university. Few women reaching the top have managed it successfully because of the exposure to various forms of institutional and cultural barriers. This state of affairs works against the effective utilization of human resources in the university. Ensuring that all individuals irrespective of their gender are equally motivated to participate in the decision-making process holds the potential for maximising the human resources within the university. In this study, the barriers to female participation in leadership have been explored. A qualitative research design guided the study. Twenty semi-structured interviews, participant observation and the use of unobtrusive observation were the main data collection techniques adopted. For data analysis, 'open and axial' coding approaches based on the inductive and deductive reasoning were utilised. A significant outcome of the study includes the fact that very few women are in head of departments and deanship positions. Women are almost absent in the top administrative echelon. Females occupy only designated 'vice/deputy' positions in students and staff unions. However, few academic women who have reached the top have managed successfully. The study concludes by expressing the view that women in UCC face several challenges which impede their progress towards leadership aspirations. These include institutional structures and culturally entrenched norms. Based on these findings and conclusions, a number of recommendations have been made to improve the chances of women in both academic and administrative departments to break the glass-ceiling and advance into leadership positions. These include the following: (1) the need for professional development opportunities for women to enable them to pursue postgraduate programmes after which they could be employed as administrators or academics, and (2) the institutionalization of policies in support of the reservation of quotas for women in some leadership positions, including chairing some of the sub-committees of the Governing Council and the Academic Board to ensure fair participation of women in critical decision-making levels in the university.
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Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.
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Kwasi-Agyeman, Fredua. "Public funding of higher education and student access: A comparative study of two public universities in Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7824.
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Doctor EducationisThis study examines changes in public funding and student access, factors influencing the changes in public funding, and strategic responses towards influencing variations in student access under fluctuations in public funding at two African public universities, the University of the Western Cape in South Africa and the University of Ghana in Ghana. Underpinned by resource dependence theory, the study uses a qualitative methodology via in-depth interviewing of twenty-two respondents and documentary analysis to gather data to explore the study’s objective. The public funding of higher education and student access in South Africa and Ghana have been changing over time, where various issues of concern have been raised about the changes. This study explores the relationship between changes in public funding and student access at both universities. The study finds that the levels of change in public funding have a significant effect on the variations in student access at the University of the Western Cape. In other words, changes in public funding are a major factor in changing student access. The analysis shows that, statistically, approximately 94 percent of the variation in student enrolment between 2007 and 2016 is accounted for by public funding. However, the study finds an insignificant relationship between changes in public funding and student access at the University of Ghana. The findings reveal that the state of the economy; competing needs of the various sectors; low prioritization of higher education; sectoral planning and budgeting; a shift of focus from education; funding mechanism; and overspending in election years are factors that influence changes in public funding at both institutions. Strategic responses such as government subsidy; low-tuition fee structure; payment arrangement; recruitment strategy; containment strategy; special grants; financial support system; policy for the admission of athlete students; and policy for less-endowed schools have been employed by the two universities to influence variations in student access in the face of fluctuations in public funding. The study concludes by generating practical and conventional propositions on public funding of higher education and student access. A recommendation for further research into changes in public funding and student access is also suggested. A similar study could thus be undertaken to investigate the relationship between changes in tuition fees and student access.
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Larbi, Edward. "Causes of Student Underachievement in Northside New Era Secondary School in Ghana." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/308.
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This study focused on the causes of student underachievement in a selected high school in Ghana. The anonymous name chosen for the school was Northside New Era Secondary School. The participants in the study were administrators, teachers, and students. They were selected from the same school where the researcher conducted the study. The school was located in the Northern Region of Ghana. It had proven records of underachievement compared to other schools in the country according to the Ministry of Education's recent statistical report on education. The criterion for measurement was based on the results of the final examination conducted by the West African Examinations Council (WAEC) for the years 1996 to 2000.
The study employed a qualitative methodology to examine student learning. A list of guiding interview questions were developed and validated prior to the study. Seven categories were identified to be the main contributing factors to student underachievement in the school. The categories fell under two main themes: external and internal factors of underachievement.
The external factors included the lack of government intervention in the provision of educational materials, the socio-economic background of people in the demographic settings, unworkable educational policies, and poor working conditions for teachers and administrators. The internal factors were comprised of the apathy and passivity with which teachers conducted themselves in the school, parents' beliefs and psychological underpinnings of what an ideal school should be, and the school's lack of educational resources. This study found that both external and internal factors contributed significantly to student underachievement in schools.
Participants' knowledge of the implications of the themes, and their understanding of all the educational stakeholders' role in the provision of a sound-learning environment in the school became the bedrock of the study. The researcher challenges all educational authorities everywhere, especially those in the third world countries, to consider student academic achievement as a major priority, necessary for strong nation-building into the 21st century and beyond.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Lawson, Troy A. "CAL POLY PIER MASTER PLAN." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2202.
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The Cal Poly Pier (Pier) Master/Facility Plan (FP) document provides the vision of the future for the Pier, a marine science research facility. The Plan facilitates project development and management of the Pier while meeting university and department research goals. Specifically, the FP document establishes goals and strategies to direct long-term development of the Pier, streamlines agency approval and permit requirements, provides context for pier management, and assists the permitting process for future development as it relates to regulatory permits and programmatic growth on the Cal Poly Pier to help meet goals of the Center for Coastal Marine Sciences (CCMS). The Cal Poly Pier is the marine field station for the California Polytechnic State University San Luis Obispo (Cal Poly) CCMS and is one of several facilities that supports research and educational activities. The CCMS is a CSU Campus Center research organization that provides research and education activities as a part of Cal Poly’s overall mission while offering opportunities to interested parties beyond Cal Poly, such as private and public entities. The 3,057-foot long pier provides students, faculty, researchers, and other users unrivaled access to the marine environment of the Central Coast and fosters hands-on learning opportunities to progress marine research and science. The Master Plan name was changed to Facility Plan to streamline the plan approval process and to minimize the potential for errors.
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Boggs, Andrew Michael. "Ontario's Royal Commission on the University of Toronto, 1905--1906: Political and historical factors that influenced the final report of the Flavelle Commission." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452936&T=F.
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Akoni-Mensah, Matthew. "Citizenship in Ghana: understanding its cultural and political construction." Master's thesis, 2019. http://hdl.handle.net/1822/61135.
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Dissertação de mestrado em Relações InternacionaisOne characteristic of postmodern democratic reading of citizenship is the idea of the citizen as politically, socially, culturally, ecologically empowered and active. A complete citizen is thus one who enjoys his/her freedoms and rights, who fulfils his/her civic obligations, and who has equal opportunities to enhance his/her skills as a multifaceted individual. Within such rationale, the result of this citizen’s action shall be stronger and better democracy in an inclusive society where human rights are effectively respected. Ghana´s democracy is young and continuously defied by complex challenges. Among such challenges, there are traditional cultural and socio-political sets of beliefs and practices that conflict with the common practices of Western democracy. In this work, we argue that although citizenship in Ghana has made some improvements over the last decades, its construction and enhancement as a policy and as a set of social and cultural experiences still face severe constraints. The constraints are mostly caused by the prevalence of embedded traditions regarding the conception of power structuring and of power relations, which limit the development of democratic practices in the management of citizenship. Until these bottlenecks have been removed, citizenship will keep close to inequalities and abuse of human rights (especially of the most vulnerable, such as women, children, and the physically challenged), reflecting more the prevalence of traditional logics of power, than of democratic values in favour of human dignity. In light of this, we argue, education for a new understanding of citizenship is a fundamental path.
Uma característica da leitura democrática pós-moderna da cidadania é a ideia do cidadão como um ser politicamente, socialmente, culturalmente, economicamente e ecologicamente capacitado e ativo. O cidadão completo é aquele que goza e desfruta dos seus direitos e liberdades, que cumpre o seu dever cívico e tem oportunidade para aperfeiçoar, promover, melhorar e reforçar os seus dotes, as suas competências, as suas capacidades inatas ou habilidades como individuo pluridimensional. Na logica desta racionalidade, o resultado desta ação do cidadão será potenciadora de uma melhor e mais eficiente democracia, numa sociedade integradora, onde há respeito pelos direitos humanos. A democracia Ganesa é nova, intrincada e continuamente confrontada com desafios complexos. Somos confrontados com várias crenças e práticas da cultura tradicional e sociopolíticas incompatíveis com as práticas comuns da democracia ocidental. O nosso argumento e nossa postura neste projecto é que, apesar de considerarmos que existe algum progresso no conceito da cidadania nas últimas décadas no Gana, o seu aperfeiçoamento, valorização e construção como uma política e conjunto de experiências sociais e culturais enfrentam graves condicionalismos ou limitações. Em geral, os constrangimentos na sua maioria parte são causadas por prevalência do conceito da estruturação de poder e das relações entres os poderes enraizados na tradição, que limitam o desenvolvimento das práticas democráticas na gestão da cidadania. Enquanto estes obstáculos ou constrangimentos existirem, o conceito da cidadania manter-se-á, perto da desigualdade e abuso dos direitos humanos (especialmente dos mais vulneráveis, como as mulheres, as crianças e os fisicamente e mentalmente incapacitados), refletindo mais na prevalência da logica tradicional do poder, em vez dos valores democráticas em favor da dignidade humana. Portanto defendemos a ideia de que a educação para uma nova compreensão da cidadania é a trajetória fundamental.
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Cobblah, Mac-Anthony. "The contribution of staff training and development programmes to effective library and information services in selected university libraries in Ghana." Thesis, 2015. http://hdl.handle.net/10500/19146.
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This study investigated the contribution of staff training and development programmes to effective library and information services in selected university libraries in Ghana. The rationale of the study was to establish the relationship between training and development of library staff and work performance of individual library staff, university libraries and the institutions as a whole, which should reflect in effective and efficient provision of library and information services. The researcher reviewed extensively literature on relevant subject areas related to staff training and development including: the concept of training and development, training needs analysis and assessment, staff training and development, monitoring and evaluation of training, effects of training on job performance, measuring return on investment in training and effectiveness of library and information services.
The researcher adopted a survey research method because of the large geographical areas over which the university libraries are located and therefore dispersed population. The researcher adopted mixed methods research approach and thus data was collected using interviews, observations and questionnaires. The researcher also used a mixed sampling method where the researcher combined both probability and non-probability sampling methods in sampling the population. The population for the study comprised library staff, faculty and students from five selected universities in Ghana. The total population from the five universities was 139,463 based on which a sample of 860 was chosen. Thematic content analysis technique was use to analyse qualitative data, while statistical package for service solution was used to analyse quantitative data.
The main findings of the study were that staff training and development programmes contributed to the improvement of the knowledge, skills, abilities and experiences of library staff in the universities in Ghana, thereby made university library staff in Ghana more effective and efficient in the provision of library and information services to the university community. However staff development practices alone did not contribute to job performance. Staff development practices were supported with human resource management strategies such as rewards, promotions, bonuses, salary increase and other motivational strategies.
Finally the study identified inadequate funding and short falls in the training policies as some of the challenges facing the implementation of staff training and development initiatives in the university libraries in Ghana. It recommends the establishment of training units within the university libraries and adequate budgetary provisions to invest in staff training and development programmes for library staff as well as the adoption of train the trainer concept where staff who participated in training and development programmes are asked to train colleagues and submit a report for the benefit of colleagues as a way of improving staff development practices in the university libraries in Ghana. This study contributes to the existing body of knowledge on staff training and development and work performance in university libraries.Information Science
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Obergruber, Petr. "Řídící struktura vysokých škol." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-341028.
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Title of the Master's Thesis: The management structure of universities Abstract: Master's Thesis "The management structure of universities' mapping key organizational elements in universities in Czech Republic, both in terms of internal point of view and from outside view from different institutions that are linked to universities, control them or are otherwise tied to their existence. These organizational elements are also compared to the practice of business management and key moments are shown, where the practice of business organizations differs from universities. As part of familiarizing with the organizational structure the analysis of the number of managerial staff was performed both in absolute numbers and relative to the number of students at selected universities. Finally, interviews were conducted with senior managers of these universities to compare their experiences of college life. Key words: College, university, Accreditation Commission, management, rector, dean, vice-rector, vice- dean, financing, organizational structure, the Higher Education Act