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Journal articles on the topic 'Student Affairs in Ghana'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

"Student Affairs." Higher Education Abstracts 55, no. 2 (April 2020): 177. http://dx.doi.org/10.1111/hea.34_12146.

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"Student Affairs." Higher Education Abstracts 54, no. 3 (July 2019): 285. http://dx.doi.org/10.1111/hea.35_12134.

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"Student Affairs." Higher Education Abstracts 53, no. 3 (July 2018): 278. http://dx.doi.org/10.1111/hea.36_12110.

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"Student Affairs." Higher Education Abstracts 54, no. 2 (April 2019): 183–84. http://dx.doi.org/10.1111/hea.37_12126.

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"Student Affairs." Higher Education Abstracts 54, no. 4 (October 2019): 399–400. http://dx.doi.org/10.1111/hea.37_12138.

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"Student Affairs." Higher Education Abstracts 55, no. 4 (October 2020): 395. http://dx.doi.org/10.1111/hea.37_12158.

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"Student Affairs." Higher Education Abstracts 53, no. 4 (October 2018): 396–98. http://dx.doi.org/10.1111/hea.38_12118.

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"Student Affairs." Higher Education Abstracts 54, no. 1 (January 2019): 60–61. http://dx.doi.org/10.1111/hea.38_12122.

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"Student Affairs." Higher Education Abstracts 55, no. 3 (July 2020): 288–89. http://dx.doi.org/10.1111/hea.38_12154.

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"Student Affairs." Higher Education Abstracts 55, no. 1 (January 2020): 58–59. http://dx.doi.org/10.1111/hea.41_12142.

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"Student affairs." ASHE-ERIC Higher Education Report 16, no. 4 (June 6, 2009): 57–64. http://dx.doi.org/10.1002/aehe.3640160407.

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"Student Affairs." Higher Education Abstracts 49, no. 2 (April 2014): 131–33. http://dx.doi.org/10.1111/hea.12021_36.

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"Student Affairs." Higher Education Abstracts 49, no. 3 (July 2014): 220. http://dx.doi.org/10.1111/hea.12025_40.

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"Student Affairs." Higher Education Abstracts 49, no. 4 (October 2014): 297–98. http://dx.doi.org/10.1111/hea.12033_42.

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"Student Affairs." Higher Education Abstracts 50, no. 1 (January 2015): 51–52. http://dx.doi.org/10.1111/hea.12037_40.

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"Student Affairs." Higher Education Abstracts 50, no. 2 (April 2015): 131–32. http://dx.doi.org/10.1111/hea.12041_35.

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"Student Affairs." Higher Education Abstracts 50, no. 3 (July 2015): 215–16. http://dx.doi.org/10.1111/hea.12045_35.

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"Student Affairs." Higher Education Abstracts 50, no. 4 (October 2015): 304–5. http://dx.doi.org/10.1111/hea.12057_38.

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"Student Affairs." Higher Education Abstracts 51, no. 1 (January 2016): 62–63. http://dx.doi.org/10.1111/hea.12061_39.

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"Student Affairs." Higher Education Abstracts 51, no. 3 (July 2016): 292. http://dx.doi.org/10.1111/hea.12070_37.

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"Student Affairs." Higher Education Abstracts 51, no. 4 (October 2016): 408. http://dx.doi.org/10.1111/hea.12078_38.

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"Student Affairs." Higher Education Abstracts 52, no. 1 (January 2017): 57–58. http://dx.doi.org/10.1111/hea.12082_35.

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"Student Affairs." Higher Education Abstracts 52, no. 2 (April 2017): 174. http://dx.doi.org/10.1111/hea.12086_34.

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"Student Affairs." Higher Education Abstracts 52, no. 3 (July 2017): 286–87. http://dx.doi.org/10.1111/hea.12090_39.

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"Student Affairs." Higher Education Abstracts 52, no. 4 (October 2017): 399–400. http://dx.doi.org/10.1111/hea.12094_36.

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"Student Affairs." Higher Education Abstracts 53, no. 1 (January 2018): 57. http://dx.doi.org/10.1111/hea.12103_39.

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"Student Affairs." Higher Education Abstracts 53, no. 2 (April 2018): 163–64. http://dx.doi.org/10.1111/hea.12106_37.

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"STUDENT AFFAIRS." Higher Education Abstracts 37, no. 1 (October 2001): 67. http://dx.doi.org/10.1111/j.2150-1092.2001.tb00303.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 37, no. 2 (January 2002): 171. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00349.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 37, no. 3 (April 2002): 270–71. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00392.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 37, no. 4 (July 2002): 352–54. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00434.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 38, no. 1 (October 2002): 65. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00478.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 38, no. 3 (April 2003): 263–64. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00563.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 38, no. 4 (July 2003): 365–66. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00611.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 39, no. 1 (October 2003): 68. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00655.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 39, no. 2 (January 2004): 161–63. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00701.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 39, no. 3 (April 2004): 260–62. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00743.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 39, no. 4 (July 2004): 356–57. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00786.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 40, no. 1 (October 2004): 69–70. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00829.x.

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"STUDENT AFFAIRS." Higher Education Abstracts 40, no. 2 (January 2005): 176. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00878.x.

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