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

Author: Grafiati

Published: 26 June 2021

Last updated: 1 February 2022

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1

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

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Abstract This special issue aims at providing an empirical, analytically grounded perspective on foremost European higher education, while pointing at historical references, path-dependencies, critical junctures, and “original” institutional settings determined by the interaction of new forms with historical legacies. The contributions collected depict different facets of long term transformations of higher educations and, in some cases, their interplay with critical moments characterized by ample and abrupt transformations. Geographically, this issue includes study-cases localized in Central and Eastern Europe (the Czech Republic, Hungary, Poland and Romania), Western Europe (Italy and Germany) and Africa (Ghana). One of the express aims of the special issue is to bring together analyses focusing on national and/or local case studies, which have the potential to constitute the basis for comparative analysis.

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Sikanku, Sandra Tsoenemanu. "An Investigation of Transition Experiences of Students with Visual Impairment in Public Universities in Ghana." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 183–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1570.

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Student transition to university offers significant challenges to all parties involved. Most studies on transition focused on middle to high schools. Research shows that many students including those with disabilities approach higher education with mixed feelings. However, it appears very little is known about the transition experiences of students with visual impairment from their own point of view. This research seeks to investigate the transition experiences of students with visual impairment in public universities in Ghana in order to fill the gaps in the literature. The self-determination theory and qualitative approach will be adopted using a case study design to unpack this phenomenon. The purposive sampling technique will be used to select the participants for the study. In-depth interviews and documents analysis will be used to gather data from Four Heads of Disability Support Centres, 4 Heads of Student Support Centres, and all Students with visual impairment in the case universities. The findings will reveal and raise awareness on the transition experiences of students with visual impairment in public universities in Ghana. Furthermore, the findings will serve as a useful resource for policy makers in higher education involved in planning transition programmes and services for students with visual impairment in Ghana.

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3

Owusu-Manu, D., D. J. Edwards, S. K. Afrane, I. K. Dontwi, and P. Laycock. "Professional Doctoral Scholarship in Ghana." Industry and Higher Education 29, no. 3 (June 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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BOAKYE, Peter, and Kwame Osei KWARTENG. "Education for Nation Building: The Vision of Osagyefo Dr. Kwame Nkrumah for University Education in the Early Stages of Self-Government and Independence in Ghana." Abibisem: Journal of African Culture and Civilization 7 (December 5, 2018): 1–26. http://dx.doi.org/10.47963/ajacc.v7i0.38.

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

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5

Quashie, Peter Kojo, Joe Kimanthi Mutungi, Francis Dzabeng, Daniel Oduro-Mensah, Precious C. Opurum, Kesego Tapela, Aniefiok John Udoakang, et al. "Trends of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibody prevalence in selected regions across Ghana." Wellcome Open Research 6 (July 6, 2021): 173. http://dx.doi.org/10.12688/wellcomeopenres.16890.1.

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Background: We set out to estimate the community-level exposure to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in Ghana. Methods: Phased seroprevalence studies of 2729 participants at selected locations across Ghana were conducted. Phase I (August 2020) sampled 1305 individuals at major markets/lorry stations, shopping malls, hospitals and research institutions involved in coronavirus disease 2019 (COVID-19) work. The study utilized a lateral flow rapid diagnostic test (RDT) which detected IgM and IgG antibodies against SARS-CoV-2 nucleocapsid protein. Results: During Phase I, 252/1305 (19%) tested positive for IgM or IgG or both. Exposure was significantly higher at markets/lorry stations (26.9%) compared to malls (9.4%), with 41–60-year group demonstrating highest seropositivity (27.2%). Exposure was higher in participants with no formal education (26.2%) than those with tertiary education (13.1%); and higher in informally employed workers (24.0%) than those in the formal sector (15.0%). Results from phases II and III, in October and December 2020 respectively, implied either reduced transmissions or loss of antibody expression in some participants. The Upper East region showed the lowest seropositivity (2%). Phase IV, in February 2021, showed doubled seropositivity in the upper income bracket (26.2%) since August 2020, reflective of Ghana’s second wave of symptomatic COVID-19 cases. This suggested that high transmission rates had overcome the initial socioeconomic stratification of exposure risk. Reflective of second wave hospitalisation trends, the 21-40 age group demonstrated modal seropositivity (24.9) in Phase IV whilst 40-60 years and 60+ previously demonstrated highest prevalence. Conclusions: Overall, the data indicates higher COVID-19 seroprevalence than officially acknowledged, likely implying a considerably lower-case fatality rate than the current national figure of 0.84%. The data also suggests that COVID-19 is predominantly asymptomatic COVID-19 in Ghana. The observed trends mimic clinical trends of infection and imply that the methodology used was appropriate.

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Abu, Mumuni, and Samuel Codjoe. "Experience and Future Perceived Risk of Floods and Diarrheal Disease in Urban Poor Communities in Accra, Ghana." International Journal of Environmental Research and Public Health 15, no. 12 (December 12, 2018): 2830. http://dx.doi.org/10.3390/ijerph15122830.

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Diarrheal disease is a critical health condition in urban areas of developing countries due to increasing urbanization and its associated problems of sanitation and poor access to good drinking water. Increasing floods in cities have been linked to the risk of diarrheal disease. There are few studies that specifically link flooding with diarrhea diseases. This may be due to the fact that secondary data mainly hospital recorded cases, and not individual cases at the household level are used. Furthermore, of the few papers that consider the flood-diarrheal diseases nexus, none have considered risk perceptions in general, and more specifically, whether households that have experienced floods which resulted in a reported case of diarrhea, have higher perceived risks of future occurrences of the two phenomena compared to households that had different experiences. Yet, this is critical for the development of interventions that seek to increase protective behaviors and reduce the risk of contracting diarrhea. We surveyed 401 households in some selected urban poor communities in Accra, the capital of Ghana. Results show that households that experienced floods which resulted in a reported case of diarrhea, have higher perceived risk of future occurrence of the two phenomena compared to other households. We recommend public education that reduces the risk of exposure to flood and diarrhea through flood mitigation measures, including the construction of drains in communities and educating communities on good sanitation.

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Atakro, Confidence A., Ernestina Armah, Abigail Atakro, Kwaku Ahenkora, Stella B. Addo, Janet S. Aboagye, Alice A. Blay, Cynthia P. Akuoko, and Janet Gross. "Patient Participation in Nursing Care: Views From Ghanaian Nurses, Nursing Students, and Patients." SAGE Open Nursing 5 (January 2019): 237796081988076. http://dx.doi.org/10.1177/2377960819880761.

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Previous studies on patient participation reported inconclusive benefits of patient participation in health care. Consequently, the World Health Organization is actively highlighting the need for the participation of patients and their families in their care. The aim of this study was to explore the views of nurses, nursing students, and patients on patient participation in Ghanaian hospitals. Sixty-five participants made up of 15 patients, 25 registered general nurses, and 25 undergraduate nursing students were involved in the study. Data collection was done through interviews and focus group discussions. Content analysis was utilized in analyzing the data to generate four main categories. These categories were as follows: (a) meaning of patient participation in Ghana, (b) patient participation encouraged more during discharge education, (c) patient participation in nursing care higher in private and smaller hospitals, and (d) perceived facilitators and inhibitors of patient participation in nursing care. Participants in this study indicated that patient participation in nursing care meant involvement of patient in treatment decisions and nursing care procedures. Participants agreed that patient participation in nursing care was mostly encouraged during discharge education. Participation was perceived to be higher in private and smaller hospitals. Wealth and higher education were perceived as facilitators of patient participation while workload and high patient acuity were perceived as inhibitors.

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Laggis, Caroline W., Aaron M. Secrest, Martin Agyei, Sam Simister, Andrea N. Davis, Ty Dickerson, and Jamie LW Rhoads. "The Impact of Skin Disease on Quality of Life in Rural Communities of Ghana." SKIN The Journal of Cutaneous Medicine 4, no. 5 (August 26, 2020): 417–23. http://dx.doi.org/10.25251/skin.4.5.4.

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Background: Skin disease is the fourth-leading cause of non-fatal disability worldwide. Granular data are limited on the skin disease burden in underserved populations. Objectives: To describe the skin disease burden among adults in rural Ghana. Methods: In this observational study, 230 adults in rural Ghana were surveyed using the Dermatology Life Quality Index (DLQI). For those reporting a skin problem in the previous week (n=117) and who had skin examination performed by a dermatology resident and/or local dermatologist (n=98), prevalences and univariate comparisons were calculated. Results: 51% (117/230) of participants reported a skin problem in the previous week with 36% (42/117) reporting at least a moderate impact on quality of life (QoL). Factors associated with a higher QoL impact included female gender (p=0.01) and living further from the city center (p=0.02). The most common dermatologic diagnoses for those with skin examination performed included acne, bacterial infection, and pruritus. QoL was most impacted (highest average DLQI scores) for those with scabies. Diagnoses were categorized by the level of treatment or medical expertise that would be required had the participant presented to a clinic. 80% (78/98) of diagnoses rendered were potentially manageable with counseling or topical medication. Limitations: The studied cohort was obtained via convenience sampling. The DLQI has not yet been validated in this population. Conclusions: Much of the QoL impact from skin disease among adults in rural Ghana resulted from diagnoses that are manageable with counseling and topical medication. Better access to basic health care and more dermatologic education among community health providers would address much of the skin disease burden in these communities. Future studies should examine best practices for addressing unmet dermatologic needs of this and other comparable populations in underserved communities.

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Adu-Gyamfi, Mavis, Zheng He, Gabriel Nyame, Seth Boahen, and Michelle Frempomaa Frempong. "Effects of Internal CSR Activities on Social Performance: The Employee Perspective." Sustainability 13, no. 11 (June 1, 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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10

Afoakwa, Prince, Seth Domfeh, Bright Afranie, Dorcas Owusu, Sampson Donkor, Kennedy Sakyi, Richard Adom, et al. "Asymptomatic Bacteriuria and Anti-Microbial Susceptibility Patterns among Women of Reproductive Age. A Cross-Sectional Study in Primary Care, Ghana." Medical Sciences 6, no. 4 (December 17, 2018): 118. http://dx.doi.org/10.3390/medsci6040118.

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Background: Asymptomatic bacteriuria (ASB) poses serious future clinical repercussions for reproductive women. The study determined the prevalence of asymptomatic bacteriuria along with anti-microbial susceptibility patterns among women of reproductive age in a primary care facility. Method: The study recruited a total of 300 women of reproductive age attending the Tetteh Quarshie Memorial Hospital at Akuapem-Mampong, Ghana, between January and March 2018. Questionnaires were administered to obtain demographic data and predisposing risk factors of ASB. An early-morning midstream urine sample was collected from participants. Urinalysis, urine culture, and anti-microbial susceptibility testing were performed. Results: The mean age of participants was 25.43 years. The overall prevalence rate of ASB was 40.3%. The prevalence was higher among pregnant women compared to non-pregnant women (33.3% vs 7.0%). The most common bacterial isolate was E. coli (47.0%) followed by Proteus spp. (36.4%), Klebsiella spp. (8.3%), and E. faecalis (8.3%). Leukocyturia (35.0%) followed by nitrate (30.0%) were the most common urine abnormalities identified on dipstick urinalysis. Most bacteria isolates showed increased resistance to ampicillin (95.04%) and tetracycline (95.04%) while most of the bacterial isolates were sensitive to levofloxacin (94.35%). Demographic characteristics including age (p < 0.001), educational level (p < 0.001), residency (p = 0.001), and marital status (p = 0.005) were significantly associated with ASB. Lifestyle characteristics such as sexual status (p = 0.001) and frequency of washing of intimate parts after sexual intercourse (p < 0.001) were also significantly associated with ASB. Conclusion: Asymptomatic bacteriuria, particularly E. coli and Proteus spp. are prevalent in the urine of pregnant women living in Akuapem-Mampong municipality. Hence public education along with early screening of ASB is essential to reducing future risk of reproductive health complications. Future studies are required to assess the impact of public health on the rate of bacterial infections.

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Cameron, Stuart, and Eric Daniel Ananga. "Savings Groups, Livelihoods and Education: Two Case Studies in Ghana." Journal of International Development 27, no. 7 (January 30, 2015): 1027–41. http://dx.doi.org/10.1002/jid.3067.

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12

Olivier, Jill, and Quentin Wodon. "FAITH-INSPIRED EDUCATION IN GHANA: A HISTORICAL CASE EXAMPLE." Review of Faith & International Affairs 12, no. 2 (April 3, 2014): 27–37. http://dx.doi.org/10.1080/15570274.2014.918751.

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13

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

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14

Leyland, Nigel, Peter Schwartz, and Graham Webb. "Case Studies in Teaching in Higher Education." British Journal of Educational Studies 41, no. 4 (December 1993): 434. http://dx.doi.org/10.2307/3121974.

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Vella, F. "Case studies on teaching in higher education." Biochemical Education 23, no. 3 (July 1995): 176. http://dx.doi.org/10.1016/0307-4412(95)90228-7.

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

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

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17

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

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18

Kurniasih, Nuning, C. Hasyim, A. Wulandari, M. I. Setiawan, and A. S. Ahmar. "Comparative Case Studies on Indonesian Higher Education Rankings." Journal of Physics: Conference Series 954 (January 2018): 012021. http://dx.doi.org/10.1088/1742-6596/954/1/012021.

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19

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

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

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Boahin, Peter, and W. H. Adriaan Hofman. "Implementation of innovations in higher education: the case of competency-based training in Ghana." Innovations in Education and Teaching International 49, no. 3 (August 2012): 283–93. http://dx.doi.org/10.1080/14703297.2012.703021.

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21

Williams, J. N. "Flexible learning in action: Case studies in higher education." Biochemical Education 26, no. 2 (April 1998): 189. http://dx.doi.org/10.1016/s0307-4412(98)00042-9.

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22

Coate, Kelly. "Assessment: case studies, experience and practice in higher education." International Journal of Educational Development 23, no. 3 (May 2003): 362–63. http://dx.doi.org/10.1016/s0738-0593(02)00079-2.

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23

Coryell, Joellen Elizabeth, Beth A. Durodoye, Robin Redmon Wright, P. Elizabeth Pate, and Shelbee Nguyen. "Case Studies of Internationalization in Adult and Higher Education." Journal of Studies in International Education 16, no. 1 (December 6, 2010): 75–98. http://dx.doi.org/10.1177/1028315310388945.

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24

Dhukaram, Anandhi Vivekanandan, Cleo Sgouropoulou, Gerald Feldman, and Ardavan Amini. "Higher education provision using systems thinking approach – case studies." European Journal of Engineering Education 43, no. 1 (August 19, 2016): 3–25. http://dx.doi.org/10.1080/03043797.2016.1210569.

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25

Posadas. "Transnationalism and Higher Education: Four Filipino Chicago Case Studies." Journal of American Ethnic History 32, no. 2 (2013): 7. http://dx.doi.org/10.5406/jamerethnhist.32.2.0007.

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26

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

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

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Menendez Alvarez-Hevia, David, and Steven Naylor. "Conceptualising routes to employability in higher education: the case of education studies." Journal of Education and Work 32, no. 4 (May 19, 2019): 407–19. http://dx.doi.org/10.1080/13639080.2019.1649376.

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Mohammad, Noor. "Environmental studies in higher education in Bangladesh: a case study." International Journal of Academic Research 6, no. 2 (March 30, 2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

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29

Wong, Billy Tak Ming. "Learning analytics in higher education: an analysis of case studies." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 21–40. http://dx.doi.org/10.1108/aaouj-01-2017-0009.

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Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.

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Silman, Fatoş, Hale Özgit, and Meryem Öksüzoğlu. "Personality of Organizations- case studies of 4 higher education institutions." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1858–64. http://dx.doi.org/10.1016/j.sbspro.2009.01.328.

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31

Oromaner, Mark. "Book Review: Ethics in Higher Education: Case Studies for Regents." Community College Review 26, no. 3 (December 1998): 89–91. http://dx.doi.org/10.1177/009155219802600306.

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32

Saiti, Anna. "Management Science in Higher Education Institutions: Case Studies From Greece." Interchange 41, no. 1 (January 2010): 45–60. http://dx.doi.org/10.1007/s10780-010-9108-1.

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33

Thompson, Mumuni. "Early Childhood Pedagogy in a Socio-cultural Medley in Ghana: Case Studies in Kindergarten." International Journal of Early Childhood 51, no. 2 (July 6, 2019): 177–92. http://dx.doi.org/10.1007/s13158-019-00242-7.

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34

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

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

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Campbell, Anne C., and Chelsea A. Lavallee. "A Community of Practice for Social Justice: Examining the Case of an International Scholarship Alumni Association in Ghana." Journal of Studies in International Education 24, no. 4 (April 17, 2019): 409–23. http://dx.doi.org/10.1177/1028315319842343.

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International higher education student mobility can lead to social change in the students’ home countries. This article examines the case of the Ford Foundation’s International Fellowship Program Alumni Association in Ghana and how it has organized to affect change. Findings show that this association has assimilated many of the attributes of Wenger’s community of practice (CoP) model. These characteristics include building strong communication systems, learning together in workshops, and solving problems through regular communication: activities that have improved their “practice” of social justice advocacy. The study also challenges the CoP model in three key ways relevant to international higher education, including highlighting how graduates incorporate their overseas education in their social justice practice and the limitations of diaspora engagement. Findings aim to inform administrators and participants of international higher education schemes, with a particular focus on international scholarship programs and those seeking to promote social justice.

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Miranda, Jhonattan, Christelle Navarrete, Julieta Noguez, José-Martin Molina-Espinosa, María-Soledad Ramírez-Montoya, Sergio A. Navarro-Tuch, Martín-Rogelio Bustamante-Bello, José-Bernardo Rosas-Fernández, and Arturo Molina. "The core components of education 4.0 in higher education: Three case studies in engineering education." Computers & Electrical Engineering 93 (July 2021): 107278. http://dx.doi.org/10.1016/j.compeleceng.2021.107278.

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Corcoran, Peter Blaze, Kim E. Walker *, and Arjen E. J. Wals. "Case studies, make‐your‐case studies, and case stories: a critique of case‐study methodology in sustainability in higher education." Environmental Education Research 10, no. 1 (February 2004): 7–21. http://dx.doi.org/10.1080/1350462032000173670.

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Tetteh, Edward Nartey, and Esther Julia Korkor Attiogbe. "Work–life balance among working university students in Ghana." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 525–37. http://dx.doi.org/10.1108/heswbl-08-2018-0079.

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PurposeThe purpose of this paper is to explore how working university students in Ghana are able to combine work and study, and the effect of this on their academic performance.Design/methodology/approachAn exploratory survey method is used to collect data from 360 working students randomly selected from four universities in Accra, Ghana. The study employs the Pearson product-moment correlation coefficient (r2) to test two hypotheses and both are affirmed by the results.FindingsIt is found that combining schooling with work results in less time for studies which negatively affects academic performance. Again, difficulty in finding time for studies due to work requirements ranks the highest, and finally, students receive slightly better support from their academic institutions than from their employers.Research limitations/implicationsThe study focussed only on perspectives from working students in Ghana. The dimension of employers and officials of academic institutions was not investigated.Practical implicationsThe findings imply that to achieve sustainable development in the tertiary education sector and even in industry, all stakeholders – universities, policymakers, employers, students, etc. – must find practical ways to assist these students to combine work and study.Originality/valueThe study bridges the empirical gap of this critical phenomenon in the Ghanaian context. It will inform government and corporate policy on higher-level skill development among the workforce, and also tertiary institutions on how to address the needs of the critical mass of working students.

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Neil, Peter S. "Exploring a Formal Model of Discipleship in Higher Education: Case Studies." Rural Theology 13, no. 1 (May 2015): 42–53. http://dx.doi.org/10.1179/1470499415z.00000000040.

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Engelkemeyer, Susan West. "Applying Benchmarking in Higher Education: A Review of Three Case Studies." Quality Management Journal 5, no. 4 (January 1998): 23–31. http://dx.doi.org/10.1080/10686967.1998.11919165.

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HARE, PAUL. "Higher Education in Transition to a Market Economy: Two Case Studies." Europe-Asia Studies 51, no. 1 (January 1999): 101–22. http://dx.doi.org/10.1080/09668139999146.

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Kwami Takramah, Wisdom. "Student Database System for Higher Education: A Case Study at School of Public Health, University of Ghana." American Journal of Software Engineering and Applications 4, no. 2 (2015): 23. http://dx.doi.org/10.11648/j.ajsea.20150402.11.

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

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

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Asiedu, Mercy Asaa, Hod Anyigba, Kwame Simpe Ofori, George Oppong Appiagyei Ampong, and John Agyekum Addae. "Factors influencing innovation performance in higher education institutions." Learning Organization 27, no. 4 (July 3, 2020): 365–78. http://dx.doi.org/10.1108/tlo-12-2018-0205.

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

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Policek, Nicoletta. "From gender studies to gender IN studies: case studies on gender-inclusive curriculum in higher education." Gender and Education 24, no. 4 (July 2012): 464–65. http://dx.doi.org/10.1080/09540253.2012.687923.

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Akyeampong, Kwame. "Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana." Comunicar 16, no. 32 (March 1, 2009): 109–18. http://dx.doi.org/10.3916/c32-2009-02-009.

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This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.

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Watson, Lisa M., Girard Melancon, and Nancy Kinchen. "Financing Higher Education: Three Case Studies in a Post-Disaster Recovery Environment." Community College Journal of Research and Practice 32, no. 3 (February 12, 2008): 203–19. http://dx.doi.org/10.1080/10668920701875883.

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Ofori, Wilhemina Odarkor, Evelyn Markwei, and Nana Tuhufo Quagraine. "Marketing intangibles: the case of library services in higher education institutions." Library Hi Tech News 37, no. 3 (February 12, 2020): 15–20. http://dx.doi.org/10.1108/lhtn-11-2019-0085.

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Purpose This paper aims to investigate the adoption of marketing techniques in academic libraries in Ghana, and how they are applied in the promotion of their services to patrons. Design/methodology/approach Adopting the qualitative research approach, a total of 21 professional and para-professional library staff from three private universities participated in the study. The main data collection instrument was the use of semi-structured interviews. Data gathered was analysed, discussed and presented thematically. Findings The findings revealed that the study's participants are fully aware of the benefits of inculcating marketing activities into their daily routines and were making efforts at making their users aware of their products and services with the use of various strategies including the deployment of social media tools. Some of the challenges that were discovered to hinder the success of marketing in the libraries were lack of funds, lack of knowledge of marketing techniques by staff and a lack of marketing policy to guide marketing in the libraries. Research limitations/implications The findings of this study imply that, even though carried on a few academic libraries, the same can apply to most academic libraries as the characteristics are generally the same. Practical implications To boost marketing initiatives in the selected university libraries, the following recommendations informed by the findings of the study are made: creation of marketing policies, increase use of social networking sites for marketing, organization of seminars and workshops on marketing, diversifying sources of funding for libraries and conducting user surveys. Social implications The implementation of the recommendations has the potential to increase the level of interactions between academic libraries and their patrons as well as impact positively on the information-seeking behaviour of library patrons. Originality/value Apart from the application of works of other scholars, which have been duly cited and acknowledged, the entirety of this study or research output is the result of the handiworks of the researchers. Again, to the best of the authors’ knowledge, this work has not been a production of existing research nor is earlier published in any journal.

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Harahap, Dedy Ansari, and Dita Amanah. "Assessment in Choosing Higher Education: A Case of Indonesia." Journal of International Business, Economics and Entrepreneurship 4, no. 1 (June 30, 2019): 10. http://dx.doi.org/10.24191/jibe.v4i1.14413.

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The decision of students to continue their studies is a decision after making considerations that are adjusted to the circumstances of a number of college choices. The purpose of this study is to examine the decisions of students to choose universities in Indonesia. The research method used is to compare the results of research and journals that examine students’ decision to choose a college. Then, examine the theories of consumer behavior so that it can be concluded what is considered by students. The results of previous studies show many influencing factors such as education costs, WOM, university reputation, location, lecture facilities, program accreditation and others. These results can be a reference and consideration for universities in Indonesia in attracting prospective students to choose certain universities and referring to others.

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de Vreede, Gert-Jan, and Rabson J. S. Mgaya. "Technology supported collaborative learning for higher education: Comparative case studies in Tanzania." Information Technology for Development 12, no. 2 (April 2006): 113–30. http://dx.doi.org/10.1002/itdj.20033.

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