Global competition is forcing tertiary institutions to excel in knowledge-creation that are relevant and innovative. Innovations bring solutions to societal problems. Perhaps a new system of thinking will enhance the relevance and sustainability of Ghana's new Technical Universities (TU) that were established by PNDC Law 321 to provide technical leadership, entrepreneurial solutions, and support of industries for its national development. For strategic thinking, the TUs are advised to avoid the Polytechnic traditions and be transformed by 'lessons' from other institutions such as Germany's University of Applied Research. The purpose of this study was to examine institutional leadership and policy practices of an African institution, (herein referred to as PaceSetter Institute or PSI) to serve as lessons for Ghana's Technical Universities towards sustainable development. Qualitative data came from field notes during interviews, interactions, observations, and desk reviews. Using an act of serendipity approach to case study, data revealed lessons such as: (i) Strategic thinking and leadership, (ii) Excellence in scholarship of engagement, (iii) Change in professionalism and specialization, and (iv) Entrepreneurship. The researchers urged TUs to consider strategic thinking for sustainable development of their institutions to bring social enterprise to academic pursuits, making profit by applied research, and consider scholarship of engagement with the Ghanaian society and change. The recommendations also focused on each TU envisioning on how to become a "Centre of Excellence" in Ghana by showcasing faculty and students' work, setting high standards of scholarship and professionalism, and entrepreneurship that brings solution to social problems.
The study intended to investigate the moral reasoning behind secondary students cheating at examinations in selected secondary schools within one school district in Ghana. The research design is descriptive survey. A sample of 420 was selected by simple random sampling method from three Senior High schools (SHS). Data came from a questionnaire with a demographic information section and a moral scenario on cheating at examination with 16 items on different Likert scales. With that moral scenario, judgment mean scores, moral reasoning simple sum scores, P-scores, are all calculated and aggregated to give levels of moral reasoning. The levels of moral reasoning are further analysed along with pre-examination confidence level (PECL) scores to answer both a research question and test of a hypothesis. Results show majority of the students' developing a normality in moral reasoning at the Kohlberg's stage 3 and 4 (Conventional stages). PECL data shows tendencies of aligning behaviours to opportunity available to help. Recommendations include practical measures by education providers to educate students on risks and consequences of cheating, stake holders advocacy on examination malpractices, and policy direction leadership to give significant attention to cheating at examination in secondary schools in Ghana.
The Ghana Education Service (GES) is facing challenges in school leadership (t=-0.93, df=198, p=0.07), and the same with institutions (t=-0.99, df=198, p=0.38).However, the only statistical differences came from gender groups' report on "Enable Others to df=198, p=0.01
In the 21st century, global competition is forcing tertiary institutions to excel in knowledge-creation that are relevant and innovative to bring solutions to societal problems. Perhaps a new system of thinking will enhance the relevance and sustainability of these universities. The paper takes a look at successful African universities and the lesson that can be learned from them. In depth discussions regards strategic thinking, leadership and governance of African universities are well digested with views and expectations collected through interviews with both past and current universities leadership. Majority of the views and expectations were drawn from successful universities in Ghana.
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