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1
Dolphyne, Florence Abena. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon." African Issues 28, no. 1-2 (2000): 28–33. http://dx.doi.org/10.1017/s1548450500006818.
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The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.
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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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Segbenya, Moses, and Ernest Osei Bonsu. "Performance Appraisal and Employee Development in the University of Education, Winneba, Ghana." International Journal of Business and Management 14, no. 8 (July 7, 2019): 83. http://dx.doi.org/10.5539/ijbm.v14n8p83.
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The study examined performance appraisal (PA) and employee development in the University of Education, Winneba. The concurrent triangulation strategy or design from the pragmatic perspective was adopted for the study. A multi-stage sampling technique such as simple random, stratified and purposive sampling techniques were used to sample of 159 from a population of 271 (comprising 61 senior members and 210 senior staff) administrative staff of the University of Education, Winneba. Data collection instruments were questionnaire and unstructured interview guide. Quantitative data was analysed with frequencies, percentages, means and standard deviations, and Pearson correlation matrix. Pattern matching was used to present the qualitative data after coding and thematic analysis. The study found that administrative staff of the University were not satisfied with the present ranking PA method or system in vogue. Respondents strongly endorsed the need for 360-degree feedback PA system because it provides feedback from multiple sources and had a statistically positive significant relationship with employee development and performance. It was recommended that the management of the division of the human resource of the university should gradually phase out the existing performance appraisal system and introduce the 360-degree feedback performance appraisal system.
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Dovonou, Franck, and Berit Stoppa. "DaF-Unterricht in Ghana: Geschichte, Status quo und Perspektiven am Beispiel der University of Education, Winneba (UEW)." Informationen Deutsch als Fremdsprache 46, no. 6 (December 2, 2019): 736–48. http://dx.doi.org/10.1515/infodaf-2018-0092.
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ZusammenfassungDer vorliegende Artikel befasst sich mit der Stellung der deutschen Sprache im ghanaischen Bildungssektor, mit Fokus auf die tertiäre Bildung, und arbeitet die Relevanz der Sprache für Ghana heraus. Einige Versuche von verschiedenen Einzelpersonen sowie Institutionen, die deutsche Sprache in Ghana zu fördern, wurden in der Vergangenheit unternommen, aber nur wenige konnten Erfolge vorweisen. Diese holprige Reise der deutschen Sprache in Ghana wird im vorliegenden Artikel aufgezeigt und mit Erfahrungsberichten der Autoren untermauert. Zunächst wird ein kurzer Einblick in die ersten Schritte des Deutschunterrichts in Ghanas Geschichte gegeben und ein Überblick über die Sprachlernmöglichkeiten auf allen Bildungsebenen vorgenommen, die es derzeit in Ghana gibt. Hierauf folgt eine Beschreibung der Entwicklung des Fremdsprachenunterrichts für DaF an der University of Education, Winneba. Im Fazit werden mögliche Perspektiven für den Deutschunterricht in Ghana aufgezeigt.
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Owusu-Ansah, Christopher M., Antonio Rodrigues, and Thomas Van Der Walt. "Factors Influencing the Use of Digital Libraries in Distance Education in Ghana." Libri 68, no. 2 (June 26, 2018): 125–35. http://dx.doi.org/10.1515/libri-2017-0033.
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Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
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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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Aggrey, Peter Kwegyir. "Assessment of Staff Retention in Private Universities in Ghana: A Study of the Perez University College, Winneba." Journal of Education and e-Learning Research 3, no. 4 (December 1, 2016): 130–37. http://dx.doi.org/10.20448/journal.509/2016.3.4/509.4.130.137.
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Segbenya, Moses, and Titus Berisie. "The Effect of Training and Development on the Performance of Senior Administrative Staff at the University of Education, Winneba, Ghana." International Journal of Business and Management 15, no. 2 (January 13, 2020): 49. http://dx.doi.org/10.5539/ijbm.v15n2p49.
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The study examined the effect of training and development on senior administrative staff’s performance at the University of Education, Winneba, Ghana. Quantitative approach and the descriptive survey research design were adopted for the study. Simple random sampling technique was used to sample 152 respondents from a population of 357 using Yamane’s formula for determining sample size. Self- administered closed ended questionnaire was used as the data collection instrument and data was analysed with frequencies, percentages, person correlation, standard regression, t-test and analysis of variance. The study found that training and development techniques used were job rotation and study leave with pay. There was general lack of support from supervisors and colleagues for trainees to transfer skills/knowledge acquired unto their jobs. Training and development significantly relate and affect employees’ performance. It was recommended that management of human resource department of the University of Education, Winneba should adopt some other training and development techniques like mentoring and coaching; and provide the needed resources and encourage work colleagues and supervisors to create the enabling environment and provide the necessary support for trainees to be able to transfer skills acquired through training and development unto their jobs.
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Amoatemaa, Abena. "The Perception of Staff on Hawking at the College of Technology Education, University of Education, Winneba." Advances in Research 13, no. 2 (January 25, 2018): 1–8. http://dx.doi.org/10.9734/air/2018/37920.
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Amoatemaa, Abena, Dorcas Kyeremeh, and Yarhands Arthur. "Students Perception of Campus Safety: A Case of Kumasi Campus of University of Education, Winneba, Ghana." Asian Research Journal of Arts & Social Sciences 3, no. 1 (January 10, 2017): 1–9. http://dx.doi.org/10.9734/arjass/2017/32265.
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Essel, Daniel Danso, and Osafo Apeanti Wilson. "Factors Affecting University Students' Use of Moodle." International Journal of Information and Communication Technology Education 13, no. 1 (January 2017): 14–26. http://dx.doi.org/10.4018/ijicte.2017010102.
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Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.
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Agyapong, Kingsley. "Students’ Perspectives on Satisfaction with Distance Education in Ghana: A Cluster Analysis." African Journal of Teacher Education 10, no. 1 (July 17, 2021): 365–91. http://dx.doi.org/10.21083/ajote.v10i1.6287.
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This study sought to categorise students based on the preferences that influenced their choice of distance education program in Ghana. Questionnaires were used to collect data from 120 students taking part in the University of Education, Winneba (UEW) distance education (DE) programme at the Kumasi Girls Senior High School [SHS] Study Center. Respondents were segmented into three clusters (highly, moderately, and least satisfied) based on four preferences (price, quality, packaging, and social boding) that influenced their satisfaction with the distance education programme. Results from both hierarchical and non-hierarchical cluster analysis with squared Euclidean distance and Ward’s method showed that the highly satisfied cluster was driven by the quality of service and the competitive fees structure of the UEW distance education programme. Further analysis of the differences between the clusters indicated that satisfaction with the UEW distance programme significantly differs across the three segments.
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Pimpong, Millicent, Philip Oti-Agyen, Aaron Kumah, and Dorcas Darkoah Kyeremeh. "Job Satisfaction among Staff of the College of Technology Education, Kumasi (COLTEK) of the University of Education, Winneba." Asian Research Journal of Arts & Social Sciences 8, no. 1 (January 15, 2019): 1–13. http://dx.doi.org/10.9734/arjass/2019/45768.
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Sarkodie, Eric, and Thomas Korang. "Artificial Neural Network (Ann) Forecast of University Growth: A Focus on College of Technology Education, Kumasi, University of Education, Winneba Admissions." Journal of Education, Society and Behavioural Science 25, no. 3 (May 21, 2018): 1–5. http://dx.doi.org/10.9734/jesbs/2018/39655.
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KARIKARI, ADWOA SERWAA, RICHARD KODI, and ROSEMARY ADU POKU. "SUCCESSION PLANNING AS A TOOL FOR ORGANIZATIONAL DEVELOPMENT: A CASE STUDY OF UNIVERSITY OF EDUCATION, WINNEBA - KUMASI, GHANA." International Journal of Social Sciences and Management Review 03, no. 04 (2020): 177–202. http://dx.doi.org/10.37602/ijssmr.2020.3412.
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Zhang, Hong, Wilson Osafo Apeanti, Paul Georgescu, Prince Harvim, Dianchen Lu, Tan Li, and Bing Zhang. "Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance." Sustainability 13, no. 14 (July 16, 2021): 7965. http://dx.doi.org/10.3390/su13147965.
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We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.
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Owusu-Mensah, PhD, Francis, Dandy G. Dampson, PhD, and Stephen K. Apau. "Predictors of Support Needs of Distance Education Students in the Institute of Distance Education and e-Learning (IDeL), University of Education, Winneba, Ghana." Journal of Education and Culture Studies 4, no. 2 (April 20, 2020): p76. http://dx.doi.org/10.22158/jecs.v4n2p76.
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The study sought to establish the predictors of support systems for students in distance learning. Using the pragmatist paradigm, the study employed the concurrent triangulation design where 623 distance education students were randomly sampled from 41 study centers in Ghana for the quantitative phase of the study. Concurrently, 18 participated in 3 separate focus group discussions made up of 6 students each whilst the Registrar was also interviewed. Questionnaire adapted from Ozoglu (2009) was used to collect quantitative data whilst self-constructed semi-structured interview guides were used to collect qualitative data from the respondents. Means and Standard Deviations as well as Multiple Regression were used to analyse the quantitative data. The qualitative data were analysed using content analysis for respondents’ interview data. The study found that the most critical learner support needs were assistance in overcoming technical problems, orientation to the course media/delivery format of IDeL, help with the admission/registration process, counseling services to overcome students’ concerns about their education and textbooks provided by IDeL. The Regression Analysis showed that the learner support needs of the distance education students were predicted by sex, age and certificates students’ have enrolled for. It was recommended, therefore, that IDeL should consider the sex, age and certificates students’ have enrolled for in the provision of support systems for their students as they predict the support needs of the students.
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Donkoh, Kweku Esia, Ahmed Kobina Amihere, and Asonaba Kofi Addison. "Assessment of Student Internship Programme By 2013/2014 Final Year Students of the Department of Basic Education, University of Education, Winneba, Ghana." Humanities and Social Sciences Letters 3, no. 2 (2015): 105–20. http://dx.doi.org/10.18488/journal.73/2015.3.2/73.2.105.120.
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Dampson, Dandy George, Richardson Addai-Mununkum, Stephen Kwakye Apau, and Joseph Bentil. "COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 382–401. http://dx.doi.org/10.26803/ijlter.19.9.20.
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This study investigated users’ perceptions of the University of Education, Winneba (UEW) Learning Management Systems (LMS) based on SWOT. The study adopted the explanatory sequential mixed methods which sampled 3272 students and 20 lecturers by using the stratified and purposive sampling techniques, respectively. The study used questionnaires and semi-structured interview guides to collect quantitative and qualitative data. Quantitative data were analyzed using Means and Standard Deviations, Independent Samples t-test, and ANOVA. The qualitative data was analyzed thematically. The study found that UEW LMS is perceived to have elements of weaknesses and threats as well as strengths and opportunities. The study further found that the users of LMS differ in their perceptions in terms of SWOT based on students’ age. The students, however, did not differ significantly in their perceptions of SWOT based on gender. The study recommended that the management of UEW LMS need to educate both lecturers and students about the benefits that LMS offers to its users. Management of the UEW should make the usage of the LMS compulsory for teaching and learning while taking into consideration the age, level as well as the programme of study in the design and implementation of subsequent online platforms for students and lecturers.
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Owusu-Mensah, Francis. "Ruralized or Not? Lived Experiences of Remote Distance Learning Students of the Institute for Distances and E-Learning (IDeL), University of Education, Winneba, Ghana." World Journal of Educational Research 7, no. 2 (May 29, 2020): p93. http://dx.doi.org/10.22158/wjer.v7n2p93.
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The purpose of this study was to explore the variation in experiences of remote rural students who study with the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba (UEW) in Ghana. The study adopted the qualitative research strategy. Semi-structured interviews were used to collect data for the study. Purposively, three remote centres were selected. Ten (10) students were selected across the selected centres for the study. Data obtained from the study centers were analyzed thematically. The study found that lived experiences of the learners on remoteness depended not only on their geographical locations but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. It was recommended among others that IDeL should promote the use of various cell phone Smart Identity Modules Cards (SIM Cards) by students in remote areas, to enable them gain access to any of the cell phone network coverage in their rural setting.
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Araba Etuah, Priscilla, Fred Yao Gbagbo, and Jacqueline Nkrumah. "Coping with Pregnancy in Academic Environment: Experiences of Pregnant Students in A Public University in Ghana." Journal of Woman's Reproductive Health 2, no. 2 (May 26, 2018): 1–11. http://dx.doi.org/10.14302/issn.2381-862x.jwrh-18-2090.
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Background: The Ghanaian culture expects women of reproductive age to reproduce. This makes pregnancy an acceptable occurrence in most tertiary institutions in Ghana. Although Ghanaian Universities allow pregnancy in school, challenges associated with pregnancies do not exempt pregnant students from following the academic requirements of the universities. This study therefore explores students’ experiences of copying with pregnancy in an academic environment in Ghana. Methods: This was a case study, quantitative and qualitative design using structured questionnaires and semi-structured interview guides respectively for data collection. Respondents comprised twenty (30) pregnant full time and part time female students from campuses of University of Education, Winneba. Data collection was between October 2016 and May 2017. Quantitative data were analysed using statistical package for social sciences (SPSS) version 23. The qualitative data was transcribed and manually analysed thematically. Results: The study found that majority of participants were adults between ages 26 and 30 years. More than half of them (66.7%) had no child and this was their first pregnancy which they felt was mistimed as it occurred during schooling, posing some physiological, financial and academic challenges which compelled students to devise various coping strategies to combine academic work and pregnancy amidst limited University provisions for pregnant students. Conclusions: The study results have policy and programme implications for meeting women’s needs for pursuing academic and reproductive goals concurrently. The study recommends that public universities in Ghana should institutionalise programmes on preconception counselling and coping with pregnancy in academic environment to enable female students make informed decisions on exercising their reproductive rights in whilst in the university to ensure positive maternal health outcomes.
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Brown, Bennett. "Reviewer Acknowledgements." International Journal of Law and Public Administration 3, no. 1 (May 27, 2020): 89. http://dx.doi.org/10.11114/ijlpa.v3i1.4880.
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International Journal of Law and Public Administration (IJLPA) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this Volume. Many authors, regardless of whether IJLPA publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this Volume.Reviewers for Volume 3, Number 1 Adrian Cristian Moise, Spiru Haret University of Bucharest, RomaniaBranko Dimeski, St. Kliment Ohridski University, MacedoniaChijioke Okorie, University of Cape Town, South AfricaElena Atienza-Macias, University of the Basque Country UPV/EHU, SpainEncarnación Abad Arenas, National University of Distance Education (UNED), SpainGeorge Ndi, University of Huddersfield, UKGustavo Costa de Souza, Federal University of Lavras, BrazilJosé Sebastián Kurlat Aimar, University of Buenos Aires, ArgentinaJuanita Goicovici, University Babeș-Bolyai of Cluj-Napoca, RomaniaMarcin Czubala Czubala Ostapiuk, Universidad Nacional de Eduación a Distancia, SpainOzgur Demirtas, Inonu University, TurkeyTatiana Bachvarova, Special Tribunal for Lebanon, BulgariaTaylisi de Souza Corrêa Leite, Anhanguera University, BrazilThomas Prehi Botchway, University of Education, Winneba, Ghana Best Regards, Bennett BrownEditorial AssistantInternational Journal of Law and Public Administration--------------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 511Fax: 1-503-828-0537E-mail: ijlpa@redfame.comURL: http://ijlpa.redfame.com
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Filson, Christopher Kwame. "Comparative study of collection management practices of academic libraries." Library Management 39, no. 1/2 (January 8, 2018): 66–77. http://dx.doi.org/10.1108/lm-12-2016-0096.
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Purpose The purpose of this paper is to find out the similarities and differences in collection management practices of the main libraries of the University of Cape Coast and the University of Education, Winneba, Ghana. Design/methodology/approach The study adopted a qualitative approach in considering the research problem and also used the case study to collect data. Purposive sampling technique was used to select the respondents. Findings Some of the results highlighted are: both libraries had sections responsible for collection management practices, the collection management practices carried out by both libraries were almost similar, lack of adequate professional staff, lack of adequate funds and unavailability of Collection Management Policy were some of the challenges. Research limitations/implications The study focussed on the activities performed by the various sections directly involved in the collection management practices and excludes administrative practices. Practical implications In order to make any library functional, collection management should be a shared responsibility of all the sections of the library and that enough money is required to link the staff and the information resources in the library together. Social implications All stakeholders of libraries must play their role to make academic libraries functional. Originality/value The study provides insight into the collection development activities undertaken by the libraries of the only public academic institutions purposely build by the Government of Ghana to train graduate teachers for Basic and Second-Cycle institutions in Ghana.
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Okoh, Harriet. "The English in Ghana: British, American or Hybrid English?" Studies in English Language Teaching 7, no. 2 (April 26, 2019): 174. http://dx.doi.org/10.22158/selt.v7n2p174.
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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>
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Acquah, Emmanuel Obed. "Choral Singing and Wellbeing: Findings from a Survey of the Mixed-Chorus Experience from Music Students of the University of Education Winneba, Ghana." Legon Journal of the Humanities 27, no. 2 (June 19, 2017): 1. http://dx.doi.org/10.4314/ljh.v27i2.1.
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Willianms, Ellery. "Reviewer Acknowledgements (Vol. 7, No. 3)." Business and Management Studies 7, no. 3 (August 30, 2021): 59. http://dx.doi.org/10.11114/bms.v7i3.5340.
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Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 7, Number 3 Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIza Gigauri, St. Andrew the First-Called Georgian University, GeorgiaJason Caudill, King University, USAJulia Stefanova, Bulgarian Academy of Sciences, BulgariaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaPaduloh Paduloh, Bhayangkara Jakarta Raya University, IndonesiaSandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZeki Atıl Bulut, Dokuz Eylul University, Turkey
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Brown, Bennett. "Reviewer Acknowledgements." International Journal of Law and Public Administration 4, no. 1 (May 27, 2021): 65. http://dx.doi.org/10.11114/ijlpa.v4i1.5247.
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International Journal of Law and Public Administration (IJLPA) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this volume. Many authors, regardless of whether IJLPA publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this volume.Reviewers for Volume 4, Number 1Adrian Cristian Moise, Spiru Haret University of Bucharest, RomaniaAndrea Kajcsa, University of Medicine, RomaniaAntonio Fortes Martín, Carlos III University of Madrid, SpainBranko Dimeski, St. Kliment Ohridski University, MacedoniaDragoljub Popović, Union University School of Law, SerbiaEncarnación Abad Arenas, National University of Distance Education (UNED), SpainIvan Kosnica, University of Zagreb, CroatiaJohn Mark R. Asio, Gordon College, PhilippinesJosé Sebastián Kurlat Aimar, University of Buenos Aires, ArgentinaRose Casimiro, Nueva Ecija University of Science and Technology, PhilippinesTatiana Bachvarova, Special Tribunal for Lebanon, BulgariaTaylisi de Souza Corrêa Leite, Anhanguera University, BrazilThomas Prehi Botchway, University of Education, Winneba, GhanaBennett BrownEditorial AssistantInternational Journal of Law and Public Administration--------------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 511Fax: 1-503-828-0537E-mail: ijlpa@redfame.comURL: http://ijlpa.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 3, no. 4 (November 29, 2017): 94. http://dx.doi.org/10.11114/bms.v3i4.2822.
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Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 4 Abdul-Kahar Adam, University of Education,Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAChrister Thörnqvist, University of Skövde, SwedenDaiane Miranda Freitas, FACISA/Univicosa, BrazilDalia Susniene, Kaunas University of Technology, LithuaniaFlorin Peci, University of Peja, KosovoGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaKenichi Shimizu, Technical University of Braunschweig, GermanyLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMike Rayner, University of Portsmouth, UKMythili Kolluru, College of Banking and Financial Studies, OmanRashedul Hasan, International Islamic University Malaysia, MalaysiaRegina Lenart-Gansiniec, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi , Office of The Auditor-General, KenyaTetiana Paientko, Kyiv National Economic Univercity, UkraineYanzhe Zhang, University of Canberra, AustraliaZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 6, no. 4 (December 29, 2020): 72. http://dx.doi.org/10.11114/bms.v6i4.5116.
Full textAbstract:
Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 4Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAnnu Tomar, Indian Institute of Management, IndiaAsad Ghalib, The University of Manchester, UKAshford Chea, Benedict College, USAFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIuliana Petronela GÂRDAN, Spiru Haret University, RomaniaJason Caudill, King University, USAKenichi Shimizu, Technical University of Braunschweig, GermanyKonstantinos N. Malagas, University of the Aegean, GreeceMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMythili Kolluru, College of Banking and Financial Studies, OmanOnur Dogan, Dokuz Eylül University, TurkeySandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Peter, Mwinwelle, Amoakohene Benjamin, and Agyekum Obeng Nicholas. "Creating Institutional Solidarity: A Transitivity Analysis of Anthems of Selected Ghanaian Universities." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 74. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.74.
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Previous works on the analysis of anthems have focused on unearthing encoded latent meanings through the analysis of linguistic devices such as cohesive devices, deictic expressions, figures of speech, content words and clauses. However, the analysis of institutional anthems as a sub-genre of anthems has received minimal attention in linguistic research. The current study therefore adopts a qualitative exploratory procedure to conduct a transitivity analysis of process types and their encoded implications in selected Ghanaian university anthems underpinned by the transitivity framework by Halliday and Matthiessen (2014). The sample for the study is composed of anthems of four main or traditional universities in Ghana. The four anthems that serve as data for the study are anthems of University for Development Studies (UDS), University of Cape Coast (UCC), University of Ghana (UG) and University of Education, Winneba (UEW). The consensual coding strategy is used to check the validity of the coding process. The results indicate a preponderant use of material processes to spell out the expected actions to be taken by members of the universities to inure to the holistic progress of their institutions. Other process types such as relational, mental and verbal processes are minimally used to establish relationships, eulogize and personify the universities as important institutions worthy of praise. The study concludes that the creation of institutional solidarity was better represented through the analysis of process types in the selected Ghanaian university anthems. The implications of this study unveil the importance of university anthems in the representation of the goals, visions and missions of universities and recommend that tertiary institutions who use adopted anthems could relook at that by getting to compose their own anthems in alignment with the goals, vision and mission underpinning their establishment.
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Yeboah, Douglas. "Validation of Non-Linear Relationships-Based UTAUT Model on Higher Distance Education Students’ Acceptance of WhatsApp for Supporting Learning." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (October 28, 2020): 27–39. http://dx.doi.org/10.21522/tijar.2014.07.02.art004.
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This study examined relationships among the exogenous constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model to identify those that significantly predict others. Questionnaires were used to collect data from 273 distance education students pursuing various diploma, bachelor’s degree and post-graduate diploma programs at the Cape Coast study center of the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba in Ghana. Proportional stratified random sampling technique was employed to obtain the sample of students. The data were analyzed using Partial Least Squares – Structural Equation Modeling (PLS-SEM). The results indicated that in acceptance of WhatsApp for supporting higher distance learning, effort expectancy and social influence predict performance expectancy; mobile self-efficacy and facilitating conditions predict effort expectancy; and facilitating conditions predict social influence. Also, mobile self-efficacy was found to significantly predict behavioral intention. We recommend that prior to introduction of a new technology such as WhatsApp for supporting learning, necessary resources and training should be provided by educational administrators and faculty to the students. This would make the students perceive that they can use the technology effectively to bring about gains in their learning; and subsequently accept the technology.
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 4, no. 2 (May 29, 2018): 90. http://dx.doi.org/10.11114/bms.v4i2.3322.
Full textAbstract:
Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 2 Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKChrister Thörnqvist, University of Skövde, SwedenComite Ubaldo, University of Calabria, ItalyFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJayalakshmy Ramachandran, Multimedia University, MalaysiaLucie Andreisová, University of Economics in Prague, CzechMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMohammad Soliman, Fayoum University, EgyptOksana Seroka-Stolka, Technical University of Czestochowa, PolandOnur Dogan, Dokuz Eylül University, TurkeyOzgur Demirtas, Inonu University, TurkeyRegina Lenart-Gansiniec, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaYanzhe Zhang, University of Canberra, AustraliaZeki Atıl Bulut, Dokuz Eylul University, Turkey Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 4, no. 3 (August 30, 2018): 93. http://dx.doi.org/10.11114/bms.v4i3.3587.
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Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 3 Abdul-Kahar Adam, University of Education, Winneba, GhanaAthina Qendro, Robert Gordon University, UKChrister Thörnqvist, University of Skövde, SwedenDereje Teklemariam Gebremeskel, Gent University, BelgiumFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Chongqing University, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaGongyan Yang, Liaoning University, ChinaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJayalakshmy Ramachandran, Multimedia University, MalaysiaMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMohammad Soliman, Fayoum University, EgyptMythili Kolluru, College of Banking and Financial Studies, OmanOksana Seroka, Technical University of Czestochowa, PolandOmbretta Caldarice, Politecnico di Milano, ItalyOzgur Demirtas, Inonu University, TurkeyRegina Lenart, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaXhavit Islami, University of Prishtina, KosovoZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 5, no. 2 (June 27, 2019): 112. http://dx.doi.org/10.11114/bms.v5i2.4297.
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Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 5, Number 2 Andrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKDalia Susniene, Kaunas University of Technology, LithuaniaDereje Teklemariam Gebremeskel, Gent University, BelgiumFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJayalakshmy Ramachandran, Multimedia University, MalaysiaKherchi Ishak, UHBC University, AlgeriaLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanNalina Ganapathi, International Labour Office, SwitzerlandOksana Seroka-Stolka, Technical University of Czestochowa, PolandRaimundo Lima Filho, University of State of Bahia, BrazilRashedul Hasan, International Islamic University Malaysia, MalaysiaRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaSandeep Kumar , Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 5, no. 1 (March 26, 2019): 90. http://dx.doi.org/10.11114/bms.v5i1.4183.
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Reviewer AcknowledgementsBusiness and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1 Andrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKBahram Abediniangerabi, University of Texas, USAFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJulia Stefanova, Bulgarian Academy of Sciences, BulgariaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanOksana Seroka-Stolka, Technical University of Czestochowa, PolandOzgur Demirtas, Inonu University, TurkeyRaimundo Lima Filho, University of State of Bahia, BrazilRashedul Hasan, International Islamic University Malaysia, MalaysiaRegina Lenart-Gansiniec, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaXhavit Islami, University of Prishtina, KosovoYang Zhao, Sanofi Genzyme, USAZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 4, no. 1 (February 28, 2018): 105. http://dx.doi.org/10.11114/bms.v4i1.3063.
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Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 1 Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAsad Ghalib, The University of Manchester, UKAshford Chea, Benedict College, USAComite Ubaldo, University of Calabria, ItalyDaiane Miranda Freitas, FACISA/Univicosa, BrazilDalia Susniene, Kaunas University of Technology, LithuaniaFlorin Peci, University of Peja, KosovoGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJulia Stefanova, Bulgarian Academy of Sciences, BulgariaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMike Rayner, University of Portsmouth, UKMythili Kolluru, College of Banking and Financial Studies, OmanOleksandr Mosin, National Mining University, UkraineOlha Komelina, Yuri Kondratyuk University, UkraineRashedul Hasan, International Islamic University Malaysia, MalaysiaRegina Lenart-Gansiniec, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaTetiana Paientko, Kyiv National Economic Univercity, UkraineUmair Akram, Beijing Univ Posts & Telecommun, PAKISTANWaeibrorheem Waemustafa, Universiti Utara Malaysia, MalaysiaYanzhe Zhang, University of Canberra, AustraliaZeki Atıl Bulut, Dokuz Eylul University, Turkey Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 1, no. 2 (August 30, 2019): 65. http://dx.doi.org/10.11114/bms.v5i3.4500.
Full textAbstract:
Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 5, Number 3 Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAthina Qendro, Robert Gordon University, UKFlorin Peci, University of Peja, KosovoGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJulia Stefanova, Bulgarian Academy of Sciences, BulgariaKherchi Ishak, UHBC University, AlgeriaMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMike Rayner, University of Portsmouth, UKMohammad Soliman, Fayoum University, EgyptMythili Kolluru, College of Banking and Financial Studies, OmanSandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZeki Atıl Bulut, Dokuz Eylul University, Turkey Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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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.
Full textAbstract:
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.
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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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Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 6, no. 2 (June 30, 2020): 60. http://dx.doi.org/10.11114/bms.v6i2.4923.
Full textAbstract:
Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 6, Number 2 Bahram Abediniangerabi, University of Texas, USAComite Ubaldo, University of Calabria, ItalyFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaKherchi Ishak, UHBC University, AlgeriaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMike Rayner, University of Portsmouth, UKMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanRashedul Hasan, International Islamic University Malaysia, MalaysiaRocsana Tonis, Spiru Haret University, RomaniaSandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaTetiana Paientko, Kyiv National Economic Univercity, UkraineZeki Atıl Bulut, Dokuz Eylul University, Turkey Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
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Brown, Bennett. "Reviewer Acknowledgements." International Journal of Law and Public Administration 3, no. 2 (November 26, 2020): 64. http://dx.doi.org/10.11114/ijlpa.v3i2.5091.
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International Journal of Law and Public Administration (IJLPA) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this volume. Many authors, regardless of whether IJLPA publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this volume.Reviewers for Volume 3, Number 2Andrea Kajcsa, University of Medicine, RomaniaBranko Dimeski, St. Kliment Ohridski University, MacedoniaDiane M. Hartmus, Oakland University, USADragoljub Popović, Union University School of Law, SerbiaElias Pereira Lopes Júnior, Universidade Federal do Cariri – UFCA, BrazilEncarnación Abad Arenas, National University of Distance Education (UNED), SpainGeorge Ndi, University of Huddersfield, UKGustavo Costa de Souza, Federal University of Lavras, BrazilIvan Kosnica, University of Zagreb, CroatiaJaber Seyvanizad, Shahid Beheshti University, IranJohn Mark R. Asio, Gordon College, PhilippinesJosé Sebastián Kurlat Aimar, University of Buenos Aires, ArgentinaMarcin Roman Czubala Ostapiuk, Universidad Nacional de Eduación a Distancia, SpainMary S. Mangai, University of Pretoria, South AfricaMd. Bashir Uddin Khan, Shanghai University, ChinaOyeniyi Abe, Afe Babalola University, NigeriaRose Casimiro, Nueva Ecija University of Science and Technology, PhilippinesTatiana Bachvarova, Special Tribunal for Lebanon, BulgariaTaylisi de Souza Corrêa Leite, Anhanguera University, BrazilThomas Prehi Botchway, University of Education, Winneba, GhanaYusra, University Utara Malaysia, Malaysia Bennett BrownEditorial AssistantInternational Journal of Law and Public Administration--------------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 511Fax: 1-503-828-0537E-mail: ijlpa@redfame.comURL: http://ijlpa.redfame.com
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Segbenya, Moses, Ebenezer Aggrey, and Fred Peniana. "Human Resource Factors and Organizational Commitment at the College of Distance Education, University of Cape Coast." Journal of Business and Enterprise Development VOLUME 8, no. 2019 (October 30, 2019): 61–90. http://dx.doi.org/10.47963/jobed.2019.03.
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The study examined human resource factors and organisational commitment at the College of Distance Education, University of Cape Coast, Ghana. The research approach was quantitative, specifically using a descriptive study design. Out of 242 staff of the College, a sample of 148 respondents (comprising 18 senior members, 80 senior staff and 50 junior staff) were drawn across the three spectrums of staff using Krejcie and Morgan (1970) sample determination formula. The main instrument for data collection was a self- administered questionnaire. Data of the study was analysed with means, standard deviations, independent t-test, two-way analysis of variance and Spearman rank-order correlations matrix. The study found that commitment level among staff at the college (CoDE) was high and affective commitment was perceived higher than normative and continuance dimensions of organisational commitment. Work relations were perceived as higher than extrinsic rewards and training and development. It was also found that training and orientation significantly relate to organisational commitment. Sex and age of respondents did not affect organisational commitment and other variables of the study. It was recommended that management of the college should continue to pay more attention to work relations at the college by engaging staff of the college in inter-unit or interdepartmental assignments to enable staff to build more work relations and used both on-the-job and off-the-job training techniques to maintain or increase commitment level among staff of the college.
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Owusu, Godfred M. Y., Anthony Essel-Anderson, Teddy Ossei Kwakye, Rita Amoah Bekoe, and Charles Gyamfi Ofori. "Factors influencing career choice of tertiary students in Ghana." Education + Training 60, no. 9 (October 8, 2018): 992–1008. http://dx.doi.org/10.1108/et-04-2017-0050.
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Purpose The purpose of this paper is to investigate the factors that influence Ghanaian tertiary students’ career choices. The paper explores the dimensionality of the career choice factors within the Ghanaian context and also ascertains their degree of influence on students’ career choices. Design/methodology/approach The study employs survey method of research and a set of questionnaire was used to examine the factors that influence students’ career choices. A total of 354 undergraduate students from the Ashesi University College in Ghana participated in the study. Factor analysis was conducted on the career choice factors and differences in response between science and business students were ascertained by means of independent sample t-test. Findings The findings of this study indicate that university students in Ghana place much premium on intrinsic value and employability/financial prospect in their career choice decisions than such factors as prestige and desired working conditions. Research limitations/implications The findings of this study are relevant for policymakers and tertiary education providers interested in making the study of science an attractive option for university students in Ghana. Originality/value The findings of this paper highlight some of the underlining reasons for the unpopularity of the study of sciences among university students in Ghana.
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Abdul Muumin Sadick, Godson Aryee, Patrick Atta Poku Jnr, and Clement Gyeabour Kyere. "Relationship between body weight and linear body measurements in the Cobb broiler chicken." World Journal of Biology Pharmacy and Health Sciences 4, no. 2 (November 30, 2020): 001–6. http://dx.doi.org/10.30574/wjbphs.2020.4.2.0087.
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The study was carried out at the poultry section of the Department of Animal Science farm, University of Education Winneba (Mampong - Ashanti campus, Ghana) from July, 2018 to September, 2018. Data were collected from fifty randomly selected and tagged birds. The data were collected weekly for eight weeks., Head length (HL), Beak length (BL), Body length (BL), Wing length (WL), shank length (SL), shank circumference(SC) and height(H) were taken randomly on five birds in each replicate at a day in every two weeks using tape measure and Vernier calipers. The data collected were analyzed using simple linear regression analysis. The results from the study indicated that, all linear body measurements were significantly (P<0.01) effected for the model, intercepts and slopes of the regression lines with linear response with the best predictor of body weight indicated for shank circumference. It was concluded from the study that; linear body measurements could be used to predict the body weight of broiler chickens. It is recommended that in areas, especially rural areas, where weighing balance or scale may not be readily available, a tailor’s tape can be used to measure linear body parameters and thereafter used to estimate body weight of chickens from the predictive equation.
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Arhin, Vera, Tabitha Wang’eri, and Edward Kigen. "Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana." Journal of Educational and Social Research 7, no. 3 (September 1, 2017): 25–37. http://dx.doi.org/10.1515/jesr-2017-0002.
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AbstractThis research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.
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Palalas, Agnieszka, Nicole Berezin, Charlotte Gunawardena, and Gretchen Kramer. "A Design Based Research Framework for Implementing a Transnational Mobile and Blended Learning Solution." International Journal of Mobile and Blended Learning 7, no. 4 (October 2015): 57–74. http://dx.doi.org/10.4018/ijmbl.2015100104.
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The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.
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Segbenya, Moses, and Paul Dela Ahiatrogah. "Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast." World Journal of Education 8, no. 5 (September 17, 2018): 1. http://dx.doi.org/10.5430/wje.v8n5p1.
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The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.
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Segbenya, Moses, Fred Peniana, and Ebenezer Aggrey. "Effect of Work Conflict on Employees Job Satisfaction: The Case of College of Distance Education, University of Cape Coast." European Scientific Journal, ESJ 14, no. 7 (March 31, 2018): 313. http://dx.doi.org/10.19044/esj.2018.v14n7p313.
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The purpose of the study was to examine the effects of work life balance on employees’ job satisfaction at College of Distance Education, University of Cape Coast, Ghana-Africa. The study adopted the quantitative research approach specifically a correlational design. From populations of 242, a sample of 140 teaching and non teaching staff of the College was drawn across three spectrums of staff using simple random sampling technique. Instrument for data collection was questionnaire which had items measured on a scale of 1 to 4 with 1 representing strongly disagreement while 4 represented strong agreement. It was found that there was high level of conflict between work schedules and other social demands (low rating for work life balance) among staff of the College. Additionally, the level of job satisfaction among CoDE staff was low. It was also found that that there was a negative but moderate and significant relationship between work life conflict and job satisfaction among staff of CoDE. It was therefore recommended that management of CoDE should: introduce leave schedule or a day off for staff in order to have sufficient time to attend to their personal, marital and social life and rest; introduce job rotation to ensure job satisfaction and work life balance and also introduce inter-unit assignment and recreational activities for staff on public holidays.
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Okyere, Gabriel Asare, Richard Tawiah, Richard Bruce Lamptey, William Oduro, and Michael Thompson. "An assessment of resource availability for problem based learning in a Ghanaian University setting." Quality Assurance in Education 25, no. 2 (April 3, 2017): 237–47. http://dx.doi.org/10.1108/qae-12-2015-0046.
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Purpose The purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. Design/methodology/approach Data for the study are the cross-sectional type drawn from 1,020 students. Poisson and zero-inflated Poisson (ZIP) models were implemented on the data to ascertain the variations regarding the extent of resources available for PBL across the colleges of the university. Findings The study outlines the specific resources accessible for PBL across college levels of KNUST. On aggregate, 25.7 per cent reported that their respective colleges have sufficient resources, while 74.3 per cent indicated otherwise. The ZIP model exhibited superiority over the Poisson model, when compared under a Vuong test. As per the ZIP model, none of the colleges appeared to differ significantly in terms of having sufficient resource for PBL. Practical implications Findings are applicable to informed decision-making which targets achieving quality education through the use of PBL. Access to sufficient resources that meet the needs of colleges or departments of a University is emphasized. Originality/value The application of Poisson and ZIP models to aggregated count data in a PBL setting is novel.
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Boima, Vincent, Adebowale Dele Ademola, Aina Olufemi Odusola, Francis Agyekum, Chibuike Eze Nwafor, Helen Cole, Babatunde L. Salako, Gbenga Ogedegbe, and Bamidele O. Tayo. "Factors Associated with Medication Nonadherence among Hypertensives in Ghana and Nigeria." International Journal of Hypertension 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/205716.
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Background.Blood pressure (BP) control is poor among hypertensives in many parts of sub-Saharan Africa. A potentially modifiable factor for control of BP is medication nonadherence (MNA); our study therefore aimed to determine factors associated with MNA among hypertensives in Ghana and Nigeria.Methodology.We conducted a multicenter cross-sectional study. Patients were recruited from Korle-Bu Hospital (n=120), Ghana; and University of Port Harcourt Teaching Hospital, (n=73) Apapa General Hospital Lagos (n=79) and University College Hospital Ibadan (n=85), Nigeria.Results.357 hypertensive patients (42.6% males) participated. MNA was found in 66.7%. Adherence showed correlation with depression (r=-0.208,P<0.001), concern about medications (r=-0.0347,P=0.002), and knowledge of hypertension (r=0.14,P=0.006). MNA was associated with formal education (P=0.001) and use of herbal preparation (P=0.014). MNA was found in 61.7% of uninsured participants versus 73.1% of insured participants (P=0.032). Poor BP control was observed in 69.7% and there was significant association between MNA and poor BP control (P=0.006).Conclusion. MNA is high among hypertensives in Ghana and Nigeria and is associated with depression, concern about hypertensive medications, formal education, and use of herbal preparations. The negative association between health insurance and MNA suggests interplay of other factors and needs further investigation.
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Clara, Akuamoah-Boateng. "Balancing work, family and personal life: Perspectives of female staff at the College of Distance Education, University of Cape Coast, Ghana." International Journal of Educational Administration and Policy Studies 12, no. 1 (February 29, 2020): 43–51. http://dx.doi.org/10.5897/ijeaps2019.0643.
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