Relevant bibliographies by topics / Student Affairs in Ghana

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student Affairs in Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Student Affairs in Ghana"

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Boafo-Arthur, Susan, Dzifa A. Attah, Ama Boafo-Arthur, and Thomas D. Akoensi. "Strategies and Initiatives in Acculturation: Voices from Ghana." Journal of International Students 7, no. 4 (October 1, 2017): 1065–79. http://dx.doi.org/10.32674/jis.v7i4.192.

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Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided.
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M Williams, Brittany, and Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.

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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.
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Edjah, Koawo, Francis Ankomah, Ebenezer Domey, and John Ekow Laryea. "Stress and Its Impact on Academic and Social Life of Undergraduate University Students in Ghana: A Structural Equation Modeling Approach." Open Education Studies 2, no. 1 (June 20, 2020): 37–44. http://dx.doi.org/10.1515/edu-2020-0100.

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AbstractStress is concomitant with students’ life and can have a significant impact on their lives, and even how they go about their academic work. Globally, in every five visits by patients to the doctor, three are stress-related problems. This study examined stress and its impact on the academic and social life among students of a university in Ghana. The descriptive cross-sectional survey design was employed. Using the stratified and simple random (random numbers) sampling methods, 500 regular undergraduate students were engaged in the study. A questionnaire made up of Perceived Stress Scale and Students’ Life Satisfaction Scale was used to gather data for the study. Frequencies, percentages, means and standard deviation, and Structural Equation Modeling (SEM), with AMOS were used for the analyses. It was found that majority of the students were moderately stressed. Paramount among the stressors were academic stressors, followed by institutional stressors, and external stressors. Stress had a significant positive impact on the academic and social life of students. It was concluded that undergraduate students, in one way or the other, go through some kind of stress during the course of their study. It was recommended that the university, through its Students’ Affairs, and Counselling Sections, continue to empower students on how to manage and deal with stress in order to enhance their academic life.
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Bryan, William A. "Student affairs." New Directions for Student Services 1992, no. 59 (1992): 61–70. http://dx.doi.org/10.1002/ss.37119925907.

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Johnson, Cynthia S. "Student Affairs." NASPA Journal 27, no. 1 (July 1, 1989): 28–32. http://dx.doi.org/10.1080/00220973.1989.11072131.

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O’Brien, Charles R. "Student Affairs and Academic Affairs." NASPA Journal 26, no. 4 (April 1, 1989): 284–87. http://dx.doi.org/10.1080/00220973.1989.11072117.

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Lee, Jenny J., and Matthew Helm. "Student Affairs Capitalism and Early-Career Student Affairs Professionals." Journal of Student Affairs Research and Practice 50, no. 3 (July 2013): 290–307. http://dx.doi.org/10.1515/jsarp-2013-0021.

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Wood, Melinda, and Parandeh Kia. "International Student Affairs." New Directions for Higher Education 2000, no. 111 (2000): 55–64. http://dx.doi.org/10.1002/he.11106.

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Boateng, Kodwo Jonas Anson. "Reversal of Gender Disparity in Journalism Education- Study of Ghana Institute of Journalism." Observatorio (OBS*) 11, no. 2 (July 7, 2017). http://dx.doi.org/10.15847/obsobs11220171019.

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Journalism has practically become a feminine profession across the world. To understand the root of the flow of women into the Journalism profession it is pertinent to begin at the university education level. Gallagher’s 1992 worldwide survey of female students in 83 journalism institutions reveals a significant increase in number of female students. Djerf-Pierre (2007) and others argue along Bourdieu’s conception of education as a form of social capital which empowers, enables and enhances women’s competitiveness in a pre-dominantly androgynous social arena. The study analyses 16 years of enrolment data of the Academic Affairs Unit of the Ghana Institute of Journalism (GIJ), a leading Journalism, and Communication University in Africa, to understand the growing feminization of the journalism profession in Ghana. To this end the study, employs the UNESCO gender parity index model (GPI) to ascertain the gender parity ratio of male to female students enrolled at the University. Findings indicate a significant shift in the gender parity ratio in favour of women in the journalism education.
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Mullendore, Richard H. "Student Affairs." Journal of College Orientation, Transition, and Retention 5, no. 1 (January 1, 2019). http://dx.doi.org/10.24926/jcotr.v5i1.2468.

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The text of this essay was derived from a speech to the 1997 Mississippi Chief Student Affairs Officers Conference; thus, it is written in an informal style. This article is meant to provide a wake-up call to our profession as we enter an era that will be unlike any other. We must link ourselves to the institutional academic mission, focus on student learning, and prepare for reengineering and other quality/efficiency efforts.
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Dissertations / Theses on the topic "Student Affairs in Ghana"

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Boakye-Yiadom, Michael. "Perceptions of the Work of Deans of Students in Selected Ghanaian Universities." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1347885543.

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Ashley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.

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Frazier, Kimberly G. "First-year experience collaboration among academic affairs and student affairs." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05032007-120254/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Sheryl A. Gowen, Rebecca S. Casey, Laura R. McNeal, committee members. Electronic text (127 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 103-106).
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Timko, Gary M. "Assessing student needs for educational programming in student affairs /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119265673.

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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.

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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.

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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.
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Cabellon, Edmund T. "Redefining Student Affairs Through Digital Technology| A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013238.

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The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology.

This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years.

Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education.

Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.

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Wuthrich, Christian Kevin. "Institutional service faculty engagement in student affairs /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/K_Wuthrich_041608.pdf.

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Harley-McClaskey, Deborah. "Work Architecture: Continuous Improvement in Student Affairs." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/4724.

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Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.
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Books on the topic "Student Affairs in Ghana"

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Ghana police affairs-- reflections. Dansoman, Accra: Napasvil Ventures, 2004.

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Student affairs committee. Washington, DC: Association of Governing Boards of Universities and Colleges, 2011.

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M, Estanek Sandra, ed. Rethinking student affairs practice. San Francisco: Jossey-Bass, 2004.

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L, Reynolds Amy, and Mueller John A. 1961-, eds. Multicultural competence in student affairs. San Francisco: Jossey-Bass, 2004.

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Assessment methods for student affairs. San Francisco: Jossey-Bass, 2009.

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C, Stamatakos Louis, Rogers Russell R, and ERIC Counseling and Student Services Clearinghouse., eds. Reform in student affairs: A critique of student development. Greensboro, N.C: ERIC Counseling and Student Services Clearinghouse, School of Education, University of North Carolina at Greensboro, 1994.

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Jeremy, Stringer, and Barr Margaret J, eds. The handbook of student affairs administration. 3rd ed. San Francisco, CA: Jossey-Bass, 2008.

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Barr, Margaret J. The handbook of student affairs administration. 2nd ed. San Francisco: Jossey-Bass, 2000.

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G, Creamer Don, ed. Improving staffing practices in student affairs. San Francisco: Jossey-Bass Publishers, 1997.

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McClellan, George S., and Jeremy Stringer. The handbook of student affairs administration. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints, 2016.

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Book chapters on the topic "Student Affairs in Ghana"

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Remley, Theodore P., and Brian M. Shaw. "College Counseling and Student Affairs." In Introduction to the Counseling Profession, 433–56. 7th edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315537061-19.

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Littlefield, Jennifer. "Student Learning Outcomes Undergraduate Public Affairs Education." In Undergraduate Public Affairs Education, 89–102. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-7.

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"International Student Affairs." In The International Encyclopedia of Higher Education Systems and Institutions, 1859. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300423.

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Willis, Edward M., and Andrew T. Arroyo. "Student Affairs Administrators." In Effective Leadership at Minority-Serving Institutions, 46–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315452296-3.

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Comrie, Andrew. "7. Student Affairs." In Like Nobody's Business, 165–200. Open Book Publishers, 2021. http://dx.doi.org/10.11647/obp.0240.07.

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Kamenash, Todd E., and Michael G. Ignelzi. "Student Conduct." In Complex Cases in Student Affairs, 125–33. Routledge, 2017. http://dx.doi.org/10.4324/9781315516455-14.

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Stewart, E. Fraser, and Kuang-liang Hsu. "Youth and student affairs." In Chinese Education and Society a Bibliographic Guide, 149–54. Routledge, 2020. http://dx.doi.org/10.1201/9781003069676-11.

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Jones, Sheri. "Student Affairs Leaders’ Perspectives." In Data Strategy in Colleges and Universities, 142–54. Routledge, 2019. http://dx.doi.org/10.4324/9780429437564-10.

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Stewart, E. Fraser, and Kuang-liang Hsu. "Youth and student affairs." In Chinese Education and Society a Bibliographic Guide, 149–54. Routledge, 2020. http://dx.doi.org/10.4324/9781003069676-11.

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"Youth and Student Affairs." In Chinese Education and Society A Bibliographic Guide, 159–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315178899-17.

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Conference papers on the topic "Student Affairs in Ghana"

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Liu, Zhi, and Yunji Cai. "Construction Management of Student Affairs Center Guided by the Student-Based Idea." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.016.

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Runkai, Zhu, Cen Gang, Ai Yining, and Jiang Xingfei. "Design of Student Affairs Management Platform Based on College System." In 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201855.

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Bo, Chen, Cen Gang, Feng Tianxiang, and Shen Feixin. "Student affairs management system design based on mobile application EAider." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085524.

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Hou, Minghao, Mingming Luo, and Aishu Zhang. "The Application of Information Management System in University Student Affairs." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.139.

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Tsang, Edmund, Laura Darrah, Paul Engelmann, Cynthia Halderson, and Dana Butt. "Work In Progress - academic and student affairs collaboration to enhance student success in engineering and applied sciences." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350868.

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"Efficient and Automated Management for Student Affairs at Institutions of Higher Education." In The 5th International Conference on Advanced Computer Science Applications and Technologies. Clausius Scientific Press Inc., 2017. http://dx.doi.org/10.23977/acsat.2017.1005.

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Xiao, Yezhi, and Sha Fu. "Performance appraisal of Student Affairs Management based on group analytic hierarchy process." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013808.

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Zhenping Liu, Qingyuan Zhou, and Guoying Song. "Notice of Retraction: Research on student affairs based on refined management mode." In 2010 International Conference on Optics, Photonics and Energy Engineering (OPEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/opee.2010.5508059.

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Liu, Chaoyang, Fei Li, and Maosheng Liu. "Discussion of the Management Innovation of Student affairs in Academic Consultation System." In 3rd International Symposium on Social Science (ISSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.127.

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Zhou, Dongyi. "Theoretical Research on Integrated Development of Student Affairs Management and Multimedia Technology." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416828.

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Reports on the topic "Student Affairs in Ghana"

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Watson, Shannon. Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1053.

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Naik, Reshma, and Martha Brady. The female condom in Ghana: Exploring the current state of affairs and gauging potential for enhanced promotion. Population Council, 2008. http://dx.doi.org/10.31899/pgy16.1001.

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Hatfield, Lisa. The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2308.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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