Thematische Bibliographien / Business education – Ghana – Case studies

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Veröffentlicht am 26. Juni 2021

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Zeitschriftenartikel zum Thema "Business education – Ghana – Case studies"

Boakye, Alfred Asuming, Richard Ampadu-Ameyaw, George Owusu Essegbey und Justina Adwoa Onumah. „SUCCESS FACTORS FOR MICRO AND SMALL AGRIBUSINESS ENTERPRISES (MSES) – THE CASE OF GHANA“. Journal of Agribusiness and Rural Development 47, Nr. 1 (20.08.2018): 6–12. http://dx.doi.org/10.17306/j.jard.2018.00406.

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Micro and Small Enterprises (MSEs) are consideredto be engines of economic growth worldwide. Their efficiencyand competitiveness is critical to the creation of employment,income generation and poverty reduction and thereby to generalgrowth of the economy. However, studies on MSEs inGhana have mainly focused on the financial performance withlittle or no attention paid to the contribution of environmentaland socio-demographic factors to entrepreneurial success.The data for this study was obtained from Micro and SmallEnterprises (MSEs) in some twenty districts across Ghana.A total of 2899 entrepreneurs were interviewed. A binary logitregression was used in determining the impact of socio-demographicand environmental factors on entrepreneurial businesssuccess. As shown by the results, the odds of business successincrease by 67% if the formal education period is extendedby one year. Supportive environmental factors also significantlycontribute to business success. This study recommendsa policy that will help improving access to market for MSEs.Policy makers should consider strengthening the potential ofinstitutional support in terms of market information deliveredby public institutions to enhance the business success of agribusinessentrepreneurs in Ghana.Micro and Small Enterprises (MSEs) are consideredto be engines of economic growth worldwide. Their efficiencyand competitiveness is critical to the creation of employment,income generation and poverty reduction and thereby to generalgrowth of the economy. However, studies on MSEs inGhana have mainly focused on the financial performance withlittle or no attention paid to the contribution of environmentaland socio-demographic factors to entrepreneurial success.The data for this study was obtained from Micro and SmallEnterprises (MSEs) in some twenty districts across Ghana.A total of 2899 entrepreneurs were interviewed. A binary logitregression was used in determining the impact of socio-demographicand environmental factors on entrepreneurial businesssuccess. As shown by the results, the odds of business successincrease by 67% if the formal education period is extendedby one year. Supportive environmental factors also significantlycontribute to business success. This study recommendsa policy that will help improving access to market for MSEs.Policy makers should consider strengthening the potential ofinstitutional support in terms of market information deliveredby public institutions to enhance the business success of agribusinessentrepreneurs in Ghana.

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Kissi, Ernest, Divine Kwaku Ahadzie, Caleb Debrah und Theophilus Adjei-Kumi. „Underlying strategies for improving entrepreneurial skills development of technical and vocational students in developing countries: using Ghana as a case study“. Education + Training 62, Nr. 5 (08.06.2020): 599–614. http://dx.doi.org/10.1108/et-11-2019-0264.

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PurposeIn Ghana, graduates often have limited entrepreneurial skills and rarely undertake entrepreneur initiatives as they are persistently in search of non-existing jobs in the formal sector. On this basis, this study was conducted to identify underlying strategies for improving entrepreneurial skill requirement of technical and vocational students in developing countries using Ghana as a case study.Design/methodology/approachThe study approach was largely mixed, as the study aimed at testing existing theories on the entrepreneurial development of Technical and Vocational Education and Training (TVET) graduates and tutors using a quantitative approach. The findings of the study were further validated qualitatively by interviewing TVET experts and tutors. The analysis of the quantitative data gathered was done using relative importance index (RII) and factor analysis (FA). The thematic analysis was employed in analyzing the qualitative data gathered.FindingsThe study revealed that four key strategies needed in improving the entrepreneurial skills and entrepreneurial education among TVE students in Ghana: comprised learner/student centred education; problem-based learning (PBL); classrooms that encourage development of intellectual aptitudes and activity-based learning (ABL). However, the leading reasons for non-usage of the underlying strategies were the lack of capacity of the tutors in the adoption of the strategies, lack of availability of human resources at TVET and the poor perception of TVET tutors and students. Some challenges included faced in adopting the strategies encompassed inadequate training resources, tutors’ training not tailored to the emerging technological advancement, insufficient resources and infrastructure, lack of industrial collaboration and readiness of the job market to absolve graduate from TVET.Research limitations/implicationsThe results of the study showed the mode of instruction delivery of entrepreneurial education should be improved by adopting the key strategies identified in this study in comparison to the conventional mode of education. The findings of this study would stir the policy debate on entrepreneurial education in Ghana. Similarly, further studies could develop relevant hypothesis for testing the identified strategies and its impact on entrepreneurial skill development in Ghana.Originality/valueVarious studies on entrepreneurial education has been developed all over the world. This study focused on how the skills of TVE students can be improved. The study further identified reasons for non-usage of these strategies in improving the entrepreneurial skills and entrepreneurial education by TVET tutors and other challenges faced by tutors who adopted the underlying strategies. A study of this nature in Ghana is novel and cogent findings were elicited from this study that could form the basis for policymaking and curriculum development in developing countries.

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Owusu-Manu, D., D. J. Edwards, S. K. Afrane, I. K. Dontwi und P. Laycock. „Professional Doctoral Scholarship in Ghana“. Industry and Higher Education 29, Nr. 3 (Juni 2015): 197–207. http://dx.doi.org/10.5367/ihe.2015.0257.

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The constantly evolving paradigm of 21st century educational offerings and the growing demand for ‘professional practice’ research degrees have raised concerns about the relevance of the traditional ‘theoretical’ PhD award. To meet this growing demand, and address these concerns, alternative routes to achieving the doctoral award have been developed (such as EngD and DBA). However, many higher education institutions in developing countries have not responded to the new demand. Against this contextual background, this paper reports on a case study of the recently established Centre for Doctoral Training in Business, Enterprise and Professional Studies (CDT-BEPS) at Kwame Nkrumah University of Science and Technology (KNUST), Ghana. The CDT-BEPS embraces five development stages of professional doctoral training and learning skills sets: business; research; creativity; transferability; and evidential learning. The framework for developing the CDT-BEPS was validated using feedback from an international panel of experts encompassing academics, researchers, students and practitioners. It is argued that the research findings may be useful for other HEIs in developing countries currently exploring alternative routes for doctoral training. It is noted that further research is required to establish strategic collaborative and operational frameworks to support the CDT-BEPS and its long-term sustainability.

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Owusu Kwateng, Kwame, und Justice Eric Darko. „Total quality management practices in aquaculture companies: a case from Ghana“. TQM Journal 29, Nr. 4 (12.06.2017): 624–47. http://dx.doi.org/10.1108/tqm-03-2017-0027.

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Purpose Studies on managers’ awareness level of total quality management (TQM) in the aquaculture industry in Ghana are scarce, if existing at all. The purpose of this paper is to evaluate the awareness level of managers in Ghana’s aquaculture industry about TQM practices and how it is applied in their operations. Design/methodology/approach In this study, simple random sampling technique was used to select 52 respondents from aquaculture companies in Ghana. The respondents were managers and supervisors who have better understanding of organizational operations and quality management issues. Managers and supervisors considered for the study include quality managers, operational/production managers, supervisors, and also top managers. Findings The findings from the study depict that respondents’ awareness level about TQM practices and concepts in the aquaculture industry are acceptable and they agree to the fact that TQM is a way of guaranteeing high-quality products and services. The institutions’ main areas of concentration are management leadership, continuous process management, and improvement. Again, the companies’ culture depicts more of a control measure than a prophylactic treatment. Practical implications The outcome of this paper will help in comprehending the TQM awareness in the aquaculture industry in Ghana. It will also highlight major areas that managers and supervisors in the industry need education on, in other to enhance their quality skills. Originality/value This research is among the first ever known attempts to assess the awareness of TQM concepts and practices in the aquaculture industry in Ghana. It will help improve the quality practices in the industry.

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Agyemang, Otuo Serebour, und Monia Castellini. „Corporate governance in an emergent economy: a case of Ghana“. Corporate Governance 15, Nr. 1 (02.02.2015): 52–84. http://dx.doi.org/10.1108/cg-04-2013-0051.

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Purpose – The purpose of this study is to examine corporate governance practices in an emerging economy. It focusses on how ownership control and board control systems operate in corporate organisations in an emergent economy, assuming that these systems are essential for enhancing good corporate governance practices in emerging countries. Design/methodology/approach – The paper builds on descriptive multiple-case study with multiple units of analysis to divulge how ownership control and board control systems function to ensuring effective corporate governance in publicly listed corporate organisations in Ghana. A criterion-based sampling technique is used to select the companies. Thereafter, three techniques of data collection are used to gather data from the companies: archival records, semi-structured interviews and observation. Findings – By linking the gathered data to the paper’s theoretical propositions, the study highlights that all the companies are characterised by the presence of large shareholders, and, in consequence, they tend to exert extensive control over the activities of the companies through their involvement in the decision-making processes. However, whilst the presence of large shareholders has the tendency to solve the agency problem, it poses challenges in regards to minority shareholders’ interests in these corporate organisations. The study also reveals that boards of directors tend to exercise control over corporate organisations when majority shareholders stop interfering in their dealings. This implies that when major shareholders fully partake in corporate decision-making processes of companies, boards of directors seem to be sheer advisory bodies to management. Research limitations/implications – This is a paper to shed light on corporate governance practices in four large publicly listed corporate organisations on the Ghana Stock Exchange, so the observable facts do not apply to other emergent economies. In addition, the sample does not represent all corporate organisations in Ghana; thus, the empirical observations cannot be generalised to other organisations that have not been included in this study. However, the empirical results can be applied to other similar corporations in Ghana and other emergent economies in an analytical sense. With the application of inductive reasoning, the results can be applied to provide important appreciation in an effort to understand the structure of corporate governance practices in organisations in developing countries. Practical implications – A comparative analysis of the empirical observations from this study and the recommended guidelines of corporate governance of Ghana has been carried out, and aspects in which organisations need to reform and improve to fully comply with the guidelines are highlighted: director independence, director evaluation, introduction of new directors and board education. This could possibly be the foundation upon which corporate governance structures in these organisations can be restructured and further enhanced. Originality/value – The majority of the studies of corporate governance in emergent economies have used quantitative techniques to examine the relationship between corporate governance mechanisms and firm performance. However, this study takes a different approach to examine corporate governance practice in an emergent economy by using a comprehensive and defensible qualitative analysis to examine relations between ownership structure and shareholder control, and board of directors and board control. In addition, it highlights how ownership and board control systems interact in corporate organisations in emergent economies.

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Segbenya, Moses, George Kwaku Toku Oduro, Fred Peniana und Kwesi Ghansah. „Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies“. International Journal of Educational Management 33, Nr. 5 (08.07.2019): 1012–34. http://dx.doi.org/10.1108/ijem-12-2017-0379.

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Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

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Mabe, Joshua Biliwi, und Elias Danyi Kuusaana. „Property taxation and its revenue utilisation for urban infrastructure and services in Ghana“. Property Management 34, Nr. 4 (15.08.2016): 297–315. http://dx.doi.org/10.1108/pm-07-2015-0033.

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Purpose – The purpose of this paper is to discuss property taxation and examine the extent of its contribution to financing urban infrastructure/services in Ghana. Dwelling on existing literature, it analyses the contribution of property tax to local level internally generated funds (IGF) and expenditure on urban infrastructure/services financed from IGF. Design/methodology/approach – Using a case study approach with a combination of both quantitative and qualitative research, this research was carried out in the Sekondi-Takoradi metropolis in the Western region, Ghana based on its economic and social diversity, business and economic opportunities and different land tenure systems. Data were collected through expert interviews and questionnaires, with a baseline study from 2006 to 2013. To check the veracity of data, triangulation of data were adopted. Findings – The study revealed that property rate accounted for 28 per cent of IGF of the Sekondi-Takoradi Metropolitan Assembly (STMA). This revenue was expended mostly on waste management, education, social services, street lights and health facilities. For the period between 2006 and 2013, property rates revenue alone was able to finance not less than 84 per cent of total expenditure from IGF. It was estimated that if the challenges to property taxation were resolved in Ghana, the tax could finance the entire annual IGF budget of the STMA on urban infrastructure and services over and above the expended expenditure with a surplus margin of 13 per cent. Practical implications – This paper makes available empirical evidence of property tax contribution to IGF of STMA that could stimulate and enhance revenue mobilisation of other local government authorities. Debate on property tax revenue contribution towards financing urban infrastructure/services is also stimulated. Originality/value – There exist many researches on property tax, however, none of these studies have examined the exact contributions of property rating revenue in financing urban infrastructure and services. This paper is the product of the original research conducted in Sekondi-Takoradi metropolis.

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Adu-Gyamfi, Mavis, Zheng He, Gabriel Nyame, Seth Boahen und Michelle Frempomaa Frempong. „Effects of Internal CSR Activities on Social Performance: The Employee Perspective“. Sustainability 13, Nr. 11 (01.06.2021): 6235. http://dx.doi.org/10.3390/su13116235.

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Corporate social responsibility (CSR) continues to receive greater attention in the current business world. Many studies on CSR focus on manufacturing or industrial companies by examining external CSR activities from external stakeholders’ perceptions. However, academic institutions such as higher education institutions (HEIs) remain highly unexplored in the context of internal corporate social responsibility (ICSR). Employees are the most valuable and vital assets for every business organization. Therefore, this study focuses on CSR’s internal dimensions to determine its impact on social performance in HEIs in Ghana. Recognizing the social exchange theory (SET), we specifically examined the effects of five internal CSR dimensions (i.e., health and safety, human rights, training and development, workplace diversity, and work-life balance) on social performance. We used a multi-case approach to assess internal CSR activities in private and public Ghanaian universities. We purposely selected three public universities and one private university because of their varying contexts and academic mandates. We used structured questionnaires to collect data from both teaching and non-teaching staff of the selected universities. Structural equation modeling (SEM) was used to assess the data. We found that health and safety, workplace diversity, and training and development positively and significantly impact social performance. At the same time, human rights and work-life balance have an insignificant effect on social performance. Thus, ICSR practices have a substantial influence on both employees’ and organization’s performance, and hence this study gives important implications for both researchers and practitioners

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Intsiful, Emmanuel, und Albert Martins. „Examining the Role of Non-Formal Education as a Conduit to Poverty Reduction and Rural Development: The Case of a Rural Community in a Municipality in Ghana“. Journal of Education and Training 6, Nr. 2 (04.04.2019): 1. http://dx.doi.org/10.5296/jet.v6i2.13586.

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Non-formal education (NFE) programmes involve literacy and numerical programmes that aim at training people to read and write. Gaining such basic literacy skills enables a person to use the reading, writing and calculation to develop the self and the community as a whole. In the Ghanaian context, the Ministry of Education in the year 2000 established the National Functional Literacy Programme with the chief aim of making accessible literacy and life skills to the rural poor and the illiterate. The aim of this paper was to examine the extent to which non-formal education contributes to literacy improvement, poverty reduction and rural development in a rural community within a municipality in Ghana. The researchers employed Amartya Sen’s capabilities approach to economic and human development and Paulo Freire’s concept of education for conscientization.The findings of the study show that the non-formal education programme plays a very critical role in the reduction of illiteracy coupled with improving the living standard of the rural adult learners, once the programme is well organized and implemented. Thus, the activities of NFE have the potential to make the illiterate poor become functionally literate which is a necessary condition for poverty reduction. Providing skill training is one of the major ways of improving the livelihood of poor people. Based on the impact of NFE activities on those who had graduated from the programme has the potential of reducing illiteracy and improving the standard of living of the people. The impact has been felt in areas like literacy and numeracy, economic, social and political empowerment of learners in the community studied. However, the programme needs to be strengthened to address the issue of funding which has become a major challenge for the NFE. Facilitators and supervisors need enough motivation to commit them fully to the task and learners need support to start their own business to bring about meaningful poverty reduction.

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Komodromos, Marcos. „Interactive radio, social network sites and development in Africa: a literature review study“. Journal of Enterprising Communities: People and Places in the Global Economy 15, Nr. 2 (05.04.2021): 282–95. http://dx.doi.org/10.1108/jec-06-2020-0111.

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Purpose The technology determinism theory facilitated in assessing the impact of interactive radio and social network sites (SNSs) on development factors such as education, agriculture, health, and governance, by conducting an integrative and comprehensive literature review focusing on African countries. This paper aims to conduct this literature review to provide comprehensive empirical evidence on the impact of interactive radio and SNSs on development in Africa. Design/methodology/approach This study examined articles that were retrieved from online databases including EBSCOhost, Elsevier, Science Direct, SAGE Journals, Springer and Wiley Online Library. The keywords used included interactive radio, radio, development in Africa, SNS, agriculture, education, health, peace and governance. Search phrases were formulated using boolean operators “AND” and “OR.” Findings Study results revealed that interactive radio and SNSs improve knowledge among farmers and allow the dissemination of information on innovative agricultural techniques, which supports the adoption of sustainable practices. Interactive radio promotes political accountability because the strategies provide the voiceless and powerless communities with a platform to express themselves. This paper discovers that the incorporation of SNS with existing multimedia communication facilitates the dissemination of health-related information on illnesses such as Ebola, HIV, hypertension, diabetes and Polio, and interactive radio and SNS promote education among marginalized communities and under-served rural schools. Research limitations/implications The findings on the impact of interactive radio and SNSs do not represent all 54 countries in Africa. Although the studies included in this literature review were conducted in several countries such as South Africa, Nigeria, Somalia, Kenya, Malawi, Ghana, Tanzania, Uganda and Zambia, this limited the generalizability of the findings and recommendations. Also, the other potential limitation is that using the inclusion-exclusion criteria could have resulted in bias when selecting the studies to include in the review. Practical implications The paper might serve as a valuable source of information for students, academics and entrepreneurs where the impact of interactive radio and SNSs on agriculture, education, health and governance, which are core determinants of development in Africa, has been assessed for further case studies in this area. Social implications The use of interactive radio has helped in decreasing health issues caused by a deficiency in vitamin A among children in sub-Saharan Africa. Originality/value The development of sustainable and effective interactive radio programs is dependent on the collaboration of the core stakeholders such as governmental ministries, donor organizations and the mass communication sector. Numerous open sources on technology radio stations are available to employ social media managers to help in the application of knowledge.

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Dissertationen zum Thema "Business education – Ghana – Case studies"

Brion, Corinne. „Low-Fee Private Schools in West Africa| Case Studies From Burkina Faso and Ghana“. Thesis, University of San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260352.

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Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning.

Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer.

The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.

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Diop, Ousmane. „Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.

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Nyumuyo, Wisdom Winston. „The Environment to Invest in Marketing and Processing of Cocoa : The Case of Ghana; MBA-thesis in marketing“. Thesis, University of Gävle, Department of Business and Economic Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6764.

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Purpose: This research work is to discuss the various forces/ factors that affect the business environment of Ghana which impacts investing in marketing and processing of cocoa beans in Ghana. In order to determine or classify Ghana as an attractive destination or otherwise to invest in cocoa marketing and processing there is the need to discuss the prevailing macro business environmental forces which little is known about to investors, managers and policy makers in cocoa trade. These mentioned parties have been under increasing pressures to assess the various forces prevailing in Ghana before considering investing in cocoa marketing and processing in Ghana. The work therefore looks as the various macro environmental factors Political, Economic, Social, Technological, Physical Environment and Legal (PESTEL) forces in Ghana’s business environment which impacts cocoa marketing and processing which makes Ghana an attractive base or otherwise to invest in cocoa marketing and processing.

Research Questions: The specific questions that the research aims at solving are as follows: what are the external and environmental forces that will influence investing in cocoa marketing and processing in Ghana? Is Ghana a safe and attractive base to invest in cocoa marketing and processing?

Research method: In carrying this research I made use of both secondary and primary data. Primary data was gathered through face interviews and administrating questionnaires to illicit response from stakeholders in Ghana’s cocoa. The paper also presents a review of literature on PESTEL which has influence or features in Ghana’s business environment which are important in cocoa marketing and processing.

Research Findings: Empirical findings and review of PESTEL model reported in the work suggests that the PESTEL will impact on the strategy of organizations and policy makers who are into cocoa marketing and processing. Also gives suggestions on how the various environmental forces (PESTEL) will be applied to further improve upon the business environment which makes marketing and processing of cocoa in Ghana attractive.

Research Implications and Limitations: The discussions and analyses of the macro environmental forces prevailing in Ghana’s business environment which impacts cocoa marketing produces a frame work to analyze current threats and opportunities in Ghana’s business environment which impacts cocoa marketing and processing for people contemplating on investing in marketing and processing of cocoa in Ghana as well as other practical lessons for policy makers in cocoa. The work overlooks the micro environmental forces in Ghana that impacts cocoa marketing and processing. Further research into such area will help give an understanding of the micro factors that impact the business environment of Ghana. Also the work has a limited empirical data base as most information gathered were inconsistent and unreliable which raises concerns about investment information. These have been minimized thro3ugh cross checks with primary data.

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Hanyabui, Akpabli, und Uche Ossai. „The Impact of Customer Care on Experiences in Service Quality Delivery(a case study of Labadi Beach Hotel-Ghana)“. Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-735.

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ABSTRACT

COURSE:

Bachelor Thesis in Business Administration 15 ECTS

AUTHORS: Ossai Uche, (21st March 1980), Västerås.

Prosper Akpabli Hanyabui, (17th March 1980), Västerås.

PROBLEM STATEMENT

How can Labadi Beach Hotel improve on customer care activities in order to create a positive customer experiences in the hotel?

PURPOSE:

The purpose of this study is to describe what Labadi Beach Hotel is doing and what they could do to improve customer care. Furthermore we shall also find out the problems or complaints encountered by customers in the course of service delivery and make necessary recommendations.

METHODOLOGY:

This thesis shall be based on a qualitative method of study with information gotten from Labadi Beach Hotel. This is due to the fact that in order to fulfil the purpose, it would require an in-depth research in the form of a qualitative study. The main sources of data comprises of primary and secondary data. Primary sources of data were gotten through telephone interview with employees of the hotel as well as designed questionnaire from the hotel guest. Secondary data were gotten from articles, journals, books, websites etc.

CONCLUSION:

We observed that customer care is being implemented at Labadi Beach Hotel in order to create a positive customer experiences. This is done through the recruitment of qualified employees and conduction of training programs. In addition, Labadi Beach Hotel has developed a service oriented internal process through the use of procedures. Moreover new recruits are retained upon successfully passing an appraisal report. This has actually resulted in friendly and courteous attitudes of its employees towards hotel guest. Furthermore, Labadi Beach Hotel has internal complaint system to check service failures.

Lastly, customer complaints received were embodied around Availability, Tangibles, Reliability, Responsiveness, and Empathy. It must however be noted that despite the guest complaints received, the aspect of positive customer experience in each of the dimensions above outnumbers the complaints. In spite of what Labadi Beach Hotel is doing to improve customer care, suggested measures were recommended to help them further improve upon customer care.

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Petrie, Jennifer L. „Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1440065860.

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Atadja, Franklin Komla. „Sustainability Challenges for Maize and Cassava Farmers in Amankwakrom Subdistrict, Ghana“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243184.

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Agricultural system in Ghana underperformed because of limited financing, which constrained some small-scale maize and cassava farmers. The purpose of this case study design was to explore the methods that some small-scale maize and cassava farmers in Amankwakrom Subdistrict used in obtaining farm financing. Two themes from the literature review were a lack of collateral for small-scale farm financing and the small-scale farmers cooperative associations? role in farm financing. Regional-scale management sustainability index formed the conceptual framework for this study. Data collection included semistructured face-to-face interviews with 8 fluent English speaking small-scale maize and cassava farmers who have obtained farm financing in the previous years. Using the Microsoft Excel and Non-numerical unstructured data indexing and theorizing software program for data analysis method, 3 major themes emerged: the farmer?s membership benefits of working in cooperative associations; farmer?s ability to provide the collateral requirements for the financial institutions; and farmer?s good loan repayment history. The study findings indicated that some small-scale maize and cassava farmers obtained farm loans because they used the cooperative associations as their collateral assets in order to satisfy for the requirements of the financial institutions. Social implications include the potential to guide the small-scale maize and cassava farmers to access farm credits to use in expanding their farm sizes. Expansion in farm sizes may result in more maize and cassava production that can help eliminate hunger and reduce poverty in the Amankwakrom Subdistrict of Ghana.

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Wright, Michael Wallace. „Entrepeneurialism, education and training : a case study of South Bank Technopark“. Thesis, University of East London, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334801.

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This thesis describes the genesis, evolution, and function of a unique institution: London's South Bank Technopark, in the period 1979-92. A case study of this incubator, innovation centre, and Science Park has revealed several unexpected aspects of its activities. The most notable of these has been the degree of educational and training activity in the Technopark -- both formal and informal - which set it apart from other UK Science Parks, and provide a link between the Technopark and its inner city environment. The multimethod case study involved a largely ethnographic survey of the Technopark's management and tenants and related personnel, supplemented by reference to the Technopark's archives and management file. The study was concluded with a comparative phase of fieldwork involving in-depth interviews with senior figures in seven other UK and US science parks, and in the international science park movement. In all, 67 interviewees in six categories were interviewed in a total of 168 interviews. Entrepreneurialism in the Technopark was investigated via interviews with tenant firms and an intensive study of the management team, enabling key factors in the enterprise process to be identified. The Technopark compared favourably with similar institutions visited as an incubator of new firms, and a creator of jobs and job opportunities via on-site education and training. Models of science park activity have been constructed, from which it is seen that the Technopark is part of an evolutionary continuum leading to science cities and the Multi Function Polis. It is concluded that not only is the Technopark a commercial success; it is also a model inner city incubator, innovation centre, and science park which has brought the benefits of new knowledge based businesses and job creation, as well as innovative training and educational programmes, to a deprived urban area.

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Acosta, Fuller Jose Blas 1956. „NAFTA, globalization, and higher education departments of business administration: Case studies from northwestern Mexico“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282587.

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One of the major developments marking the global economy is the emergence of regional trading blocks. This study takes into account this trend and it addresses a question about business administration departments in Mexican universities: To what extent and in what ways do they reflect the influence of NAFTA and globalization on their curriculum, structure, and mission? Conceptually, the study draws on dependency theory and institutional theory. Dependency theory was useful for understanding globalization in Mexican business administration as affected through business and linkages to the U.S. Institutional theory was useful in understanding and explaining specific mechanisms experienced by the departments as they relate to the different professional organizations in society. This study considered four departments located in large public and private universities in Northwestern Mexico. Documents and interviews were the two principal sources of data. This investigation involved the analysis of 46 documents, and 26 interviews conducted with administrators and faculty in Business Administration programs. The analysis of data indicated that private departments hold national and international relationships that influence curriculum change while the public departments are more nationally oriented in relationships and curriculum change.

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Palihawadana, D. „Marketing of management education : a case study related to the Strathclyde Business School“. Thesis, University of Strathclyde, 1992. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21274.

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This thesis examines the role of market orientation within the field of postgraduate management education in the UK. A detailed study of student expectations and outcomes was undertaken at the Strathclyde Business School in order to test the hypothesis that British management educational institutions are not adequately market orientated. The study was carried out in relation to MCom in Marketing, MSc in Marketing and MBA programmes offered by the SBS. Thus the study involved: a. A survey of the entering students: In addition to the basic purpose of examining the levels of academic, career, social and personal expectations students have when they embark on a study programme, the study attempted to examine the expectations students have about the course, the institution and the study environment. b. Current student survey: The same students surveyed at the entering stage were surveyed again after six months of enrolment to ascertain the extent to which they feel their expectations a re fulfilled by the programmes, the institution and the study environment. C. Past graduates survey: The purpose of carrying out this survey was to ascertain the extent to which past graduates feel their expectations are fulfilled by the programme, the institution and the study environment some time after the completion of the programmes. Analysis of the responses received at the three stages of the survey revealed that there are certain gaps that exist between expectations and outcomes. The direction of the relationship between expectations and outcomes was found to be curvilinear, suggesting that students change their evaluative criteria over time. The major thrust of the study is the necessity to conduct continual research of the market for management education and setting up and maintaining a database of both current and past students. Other recommendations which evolve from the findings of the study are related to internal marketing, staff/student interaction, promotion of programmes and the organisation and management of the programmes.

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Hawkins, Brian S. R. „The management of staff development in a contracting education service : a case study“. Thesis, Birmingham City University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304796.

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This investigation represents a search for an alternative to the bureaucratic model of career development and addresses the question: how during a period of period of contraction in the education service with associated diminished opportunities for career advancement, do teachers become commi t ted to a schoo I' s work and va lues. The case study was made during a two year period in a secondary school, in which the researcher was headmaster, when the school was undergoing contraction in the mid 1980s due to demographic trends. Its focus is a bounded group of teachers in midcareer who, during a period of low morale and conflicted industrial relations, became engaged in curriculum development for low ability pupils. Staff development is presented as personal and social reconstruction and interest centres on latent social processes and the interactional behaviours of the participants. Attention is directed towards the cultural meaning that spatial and temporal contexts hold and the modes of interaction they invoke. Two broad principles, of bureaucratization and of humanization, are identified, and an attempt is made to uncover moments of social time when conditions are particularly conducive to personal growth. This leads to a fuller exploration of the concept of teacher commitment, extending beyond its calculative or instrumental aspects, to consider its emotional and evaluative components, thus transferring the discussion from issues solely of role to those of social relationships and personal identity. Thus, its contribution to research derives from the deeper insights it provides into teacher motivation and social process in schools. These are considered from the standpoint of the insider and, as such, complement other school ethnographies made by the professional social scientist. Methodological issues of insider research have been addressed, and its special strengths and weaknesses considered. In particular, categories drawn from the tradi tion of social anthropology have been used to render strange the familiar world of schools, and non-probability sampling has been adopted to penetrate its opaqueness.

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Bücher zum Thema "Business education – Ghana – Case studies"

Smith, Joy. Business studies: Coursework and case studies. Harlow: Longman, 1987.

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Beyond business/education partnerships: The business experience. New York, N.Y: Conference Board, 1988.

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Rozemond, Sam. Tussen missie en markt: Educatief werk van volkshogescholen en vormingscentra ten behoeve van bedrijven en overheidsorganisaties. Groningen: Wolters-Noordhoff, 1993.

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Mercury meets Minerva: Business studies and higher education : the Swedish case. Oxford: Pergamon Press, 1992.

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Heath, John. Teaching and writing case studies: A practical guide. 2. Aufl. Wharley End: ECCH, 2002.

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Heath, John. Teaching and writing case studies: A practical guide. Bedford: European Case Clearing House, 1998.

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Bond-Stewart, Kathy. Education. [Zimbabwe]: Mambo Press, 1986.

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Merkuryev, Yuri. Simulation-Based Case Studies in Logistics: Education and Applied Research. London: Springer London, 2009.

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Skov, Poul. Skolen i samfundet: Om samarbejdet med det omgivende samfund og om elevernes udskoling. Copenhagen: Danmarks pædagogiske institut, 1989.

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White, Robert E. How corporate business practices are transforming education: case studies of five Canadian secondary schools. Lewiston, N.Y: Edwin Mellen Press, 2009.

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Buchteile zum Thema "Business education – Ghana – Case studies"

Appiah-Adjei, Gifty. „Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba“. In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Winoto, Pinata, und Tiffany Y. Tang. „From Market Place to Collusion Detection: Case Studies of Gamification in Education“. In Gamification in Education and Business, 277–90. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_14.

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Lawrence, P. J. „Business simulations: dynamic, computer based case studies for management development“. In The Place of Information Technology in Management and Business Education, 128–36. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35089-9_17.

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Mangiatordi, Andrea, und Magda Pischetola. „Sustainable Innovation Strategies in Education: OLPC Case Studies in Ethiopia and Uruguay“. In Organizational, Business, and Technological Aspects of the Knowledge Society, 94–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16324-1_11.

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Cai, Jinfang, und Xian Qian. „Effect of New ICTs on Vocational Education in China: A Case Study of Wuxi Vocational Institute of Commerce“. In Business Innovation with New ICT in the Asia-Pacific: Case Studies, 233–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7658-4_11.

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Adejuyigbe, Samuel B. „The Planning of Continuity of Technological Education in West Africa Using Critical Path Method: Nigeria and Ghana as Case Studies“. In Advanced Materials Research, 389–96. Stafa: Trans Tech Publications Ltd., 2007. http://dx.doi.org/10.4028/0-87849-450-2.389.

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Hatt, Lucy. „Learning Enterprise and Entrepreneurship Through Real Business Projects“. In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.

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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz und Sarah Milliken. „Aquaponics as an Educational Tool“. In Aquaponics Food Production Systems, 561–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.

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Curry, Edward, Edo Osagie, Niki Pavlopoulou, Dhaval Salwala und Adegboyega Ojo. „A Best Practice Framework for Centres of Excellence in Big Data and Artificial Intelligence“. In The Elements of Big Data Value, 177–210. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_8.

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AbstractThis chapter presents a best practice framework for the operation of Big Data and Artificial Intelligence Centres of Excellence (BDAI CoE). The goal of the framework is to foster collaboration and share best practices among existing centres and support the establishment of new Centres of Excellence (CoEs) within Europe. The framework was developed following a phased design science process, starting from a literature review to create an initial framework which was enhanced with the findings of a multi-case study of existing successful CoEs. Each case study involved an in-depth analysis and a series of in-depth interviews with leadership personnel of existing CoEs.The resulting best practice framework models a CoE using open systems theory that comprises input (environment), transformation (CoE) and output (impact). The framework conceptualises the internal operation of the CoE as a set of high-level capabilities including strategy, governance, structure, funding, and people and culture. The core capabilities of the CoE include business development, collaboration, research support services, technical infrastructure, experimentation/demonstration platforms, Intellectual Property (IP) and data protection, education and public engagement, policy outreach, technology and knowledge transfer, and performance and impact assessment. In this chapter we describe the best practice framework for CoEs in big data and AI, including objectives, environment, strategic and operational capabilities, and impact. The chapter outlines how the framework can be used by a CoE to support its strategic direction and operational decisions over time, and how a new CoE can use it in the start-up phase. Based on the analysis of the case studies, the chapter explores the critical success factors of a CoE as defined by a survey of CoE managers. Finally, the chapter concludes with a summary.

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Brady, Joseph. „The Case Study“. In Business Education and Ethics, 329–42. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch017.

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Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.

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Konferenzberichte zum Thema "Business education – Ghana – Case studies"

„Interactive 3D Representation of Business Case Studies in the Classroom“. In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4047.

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Aim/Purpose: In our previous paper, we have proposed a methodology to deliver an applied business course to the multicultural audience having in mind embedding into the course cultural sensitivity and create a safe place for multicultural students to use own cultural metaphors in a learning place. We have proposed a fusion of ancient storytelling tradition creating an overall context for the teaching process and specific use of rich picture coming from Soft System Methodology (SSM). The used teaching approach is promising and brings the required results. However, the proposed method, to be fully effective requires a computerized supporting tool in a form of sophisticated graphical editor/presentation application displaying in real-time case study progress along with the in-class discussion. This tool is a central topic for this paper. Background: The existing tools like for example MS PowerPoint, MS Visio, or Prezi used by us so far cannot be used for our purpose as the interactive image update distract the students. The MS PowerPoint and Prezi require visible mode switching between design mode (edit) and presentation mode. Whereas MS Visio editing is too slow for our purposes. This switching or editing time create a meaningful distraction during the discussion. Methodology: As a solution for the above problem, the authors work on the development of own specialized tool using open source software Blender 3D (http://blender.org) along with Python. The code will be released to open source domain to enable further co-operation with other researchers. Contribution: The described effort, if successful, should create a new presentation tool allowing among the other features, seamless in-class knowledge transfer and in the future will enable the way for gamification of case studies. Impact on Society: A definite improvement of teaching quality in applied business (however, not limited to) with further possibility to extend to deliver courses e.g. for company’s executives. The tool and methodology allow embedding cultural sensitivity into the learning process and will have an impact on digital inclusiveness. Future Research: The tool enables possibility for further analysis of the business situation by artificial intelligence interface. In fact, a whole interactive process of reaching the case conclusion may be observed (allowing collecting analytics and insights on teacher and student’s behavior and performance).

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Vanhoucke, Mario, und Mathieu Wauters. „Blended Learning in Project Management - Experiences on Business Games and Case Studies“. In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005467002670276.

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Muzdalifah. „Study of Regional Expenditure Dependence on Fund Transfer; Case Studies South Kalimantan Province“. In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.081.

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Strelchonok, Angela, und Iveta Ludviga. „THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING“. In CBU International Conference on Integration and Innovation in Science and Education. Central Bohemia University, 2013. http://dx.doi.org/10.12955/cbup.2013.27.

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Sinkus, Tatjana. „Development of Business-Related Competences in a Case Study-based Professional English Course in Business Administration Studies“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.033.

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A professional English course in business administration studies at the university should lay emphasis on the specific demands and interests of students studying in this programme and requirements of English language knowledge imposed by the business domain. Development of business-related competences in the professional English course is essential for future entrepreneurs who will use English in multiple business contexts to run a successful and competitive business. The aim of the study was to develop and to approbate such business-related competences as business management and personal management in a professional English course in business administration studies. The author of the article emphasizes the idea that the development of business-related competences can be enhanced if the case study method is applied. The results of the study were obtained in a pedagogical experiment involving business administration students in case study modules within a professional English course. Participating in the professional English case study-based course the students developed business related competences comprising business management and personal management and the article describes the process of these competences’ practical acquisition.

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Monakhova, Elena. „USE OF ROLE PLAYS AND CASE STUDIES IN THE COURSE OF BUSINESS ENGLISH“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1666.

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Sinkus, Tatjana. „Development of Transversal Competences in Case Study-based Professional English Course in Business Administration Studies“. In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.017.

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Rajan, Pramod, P. K. Raju und Chetan S. Sankar. „Improving Mechanical Engineering Education Through Use of Case Studies“. In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12872.

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Business is increasingly conducted in a global environment, and mechanical engineering students are expected to be proficient in leadership skills as well as strong technical skills. Many authors state that instead of adding more material and more courses to the engineering curriculum, which would likely turn students away from engineering, engineering educators need to respond by opening up access to engineering with the larger world. We found that one of the effective ways of bringing real-world issues related to the areas of manufacturing and design, thermal engineering, acoustics, vibration, welding and nondestructive evaluation into classrooms is through the use of case study methodology. The Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University has developed eighteen multimedia case studies over the past ten years. Faculty and students partnering with various industries develop these case studies. The case studies focus on real-world problems that actually occurred in the chosen industry. All the technical and business details related to the problem are provided in the case study. Through the use of information technologies we created multi-media case studies that bring real-world decision making from the engineering industry into the classrooms. The students analyze the problem in the class using role-playing, thereby simulating the decision-making scenario that occurred in the industry. The students also have an opportunity to compare their solutions to what happened in the industry. This paper describes the steps involved in developing a LITEE case study, administering this case study in engineering classrooms, and the results of evaluating the effectiveness of this method of instruction. This paper also discusses the details of different case studies related to the above-mentioned areas available through LITEE.

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Ustinovičius, Leonas, Tatjana Vilutienė, Arūnas Barvidas und Arūnas Puzinas. „Perceptions of Construction Industry to Managerial Competences in Construction: Lithuanian Case“. In Contemporary Issues in Business, Management and Education. VGTU Technika, 2015. http://dx.doi.org/10.3846/cibme.2015.11.

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The article presents the results of study conducted during the MBAIC project. The main task of the project was to deepen Directive’s 89/48/EWG ideas, which will lead to creation of proper European system of comparison, certification and mutual recognition of managerial qualifications in construction. During the project, the survey on managerial competences in construction was conducted. The project resulted with new postgraduate studies for construction managers were created forming common platform of managerial knowledge. The scope of knowledge included in didactic material was agreed with representatives of European construction industry. This base of knowledge will extend the foundations of recognition and certification of managerial qualifications in construction, in EU.

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Mathien, Lorena D. „Case Study: Use of Open Education Resources in Business Capstone“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7914.

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Recent studies on textbook costs in the United States have indicated that there is a direct relationship between textbook costs and student success. With textbook costs increasing at a rate higher than the cost of living, many students have cited the textbook cost as an extremely important factor when obtaining (or not obtaining) a textbook. Open educational resources (OER) are tools that educators can use to supplement or build a course. OER are free for anyone to reuse, revise, remix, and redistribute and are a low-cost, tailored solution for faculty and students. There have been calls for research that demonstrates how OER are being put into practice. This case study examines the responses of users to a voluntary survey in a capstone business course that implemented OER in lieu of traditional textbooks. The study suggests that, for teachers and students, as well as self-directed learners, OER provide a valuable resource to eliminate the pay wall, improve learning design, and support the power of the community through sharing and collaboration.

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Berichte der Organisationen zum Thema "Business education – Ghana – Case studies"

van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach und Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.

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