From university-to-work: an in-depth exploration into the transition journey of graduates with sensory disabilities in Ghana

Odame, Lois; Opoku, Maxwell Peprah; Nketsia, William; Swanzy, Patrick; Alzyoudi, Mohammed; Nsowah, Fred Adusei

doi:10.1080/09687599.2020.1804328

Cited by 13 publications

(23 citation statements)

References 50 publications

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“…Many researchers highlight issues related to the global South, as discussed earlier in this journal (see e.g. Chhabra 2020;Odame et al 2020;Sherry 2015). However, as we will show in this article, similarities in establishment motives are found despite the differences between countries.…”

Section: Introductionmentioning

confidence: 51%

Motives for entrepreneurship and establishing one’s own business among people with disabilities: Findings from a scoping review

Norstedt

Germundsson

2021

Disability & Society

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As people with disabilities often face difficulties entering the labour market, entrepreneurship and self-employment are often regarded as an opportunity to gain employment and earn a living. This article presents a scoping review that aims to investigate what establishment motives previous studies have identified for self-employment and entrepreneurship among people with disabilities. Four themes emerged: economic motives; flexibility and self-determination; avoiding discrimination; and personal development and being able to contribute something. In the article we discuss the results and relate them to the general discourse on entrepreneurship, which often includes the concept of autonomy. We argue that the findings suggest implications for how to develop support and strategies for this group, to help them avoid ending up in an even more vulnerable position. In this work, the individual's own motives for establishment are of great value. Points of interest• People with disabilities often find it difficult to find paid work. One way to earn an income is to start their own business. • This article summarizes the findings of 16 research articles and one book chapter on why people with disabilities start their own business. • The findings from earlier studies show that people with disabilities have different motives for starting their own business, such as economic reasons; to be independent and be able to decide their working patterns; to avoid being discriminated; for personal development; and to be able to contribute positively to the lives of others. • To be able to provide appropriate support, different stakeholders, such as politicians and professionals, need to know why people with disabilities start their own businesses.

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Section: Introductionmentioning

confidence: 51%

Motives for entrepreneurship and establishing one’s own business among people with disabilities: Findings from a scoping review

Norstedt

Germundsson

2021

Disability & Society

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“…All evidence and significant rival interpretations were examined, particularly the critical barriers and enablers for creating an inclusive workplace in Ghana. Finally, the findings were interpreted by evaluating and triangulating the interviews and FGDs with previous disability studies in Ghana, including, for example, (1) disabled peoples' struggle to secure disability rights and legal empowerment (Carter et al, 2014), (2) begging as a livelihood for disabled peoples (Kassah, 2008), (3) Ghana's disability laws and the rights of disabled people (Ocran, 2019), (4) the transition of disabled graduates from education to employment (Odame et al, 2020), (5) sustainable employment opportunities for disabled people (Agyei‐Okyere et al, 2019) and (6) unemployment of women with physical disabilities (Naami et al, 2012). The results are organized by disabled people's work experience at the various stages of employment.…”

Section: Methodsmentioning

confidence: 99%

How can we create a diverse, equitable and inclusive workplace in society without the voice of disability? Lessons from Ghana

Nkansah-Dwamena

2022

J of Intl Development

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In Africa, the work experiences of disabled people can help employers and the government build more inclusive workplaces. Nonetheless, research exploring disabled people's work experiences at various employment stages is limited, particularly in Africa. The study applies ethnographic research methods to examine the work experience of those with visual, speech, hearing, mobility and psychological disabilities in Ghana. Data were coded and analysed using content and descriptive methods. The findings suggest that disabled people face several barriers, including inadequate accommodation, negative stereotyping, stigmatization, discrimination and poor performance evaluation at work. This paper argues that transformational leadership is a prerequisite for African governments and private sector employers seeking to improve the workplace environment and build an inclusive culture within these spaces.

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“…In relation to persons with disabilities, there is an ongoing discussion on the best ways to promote their inclusion especially in higher education (also referred to as "universities" in this study). For example, the development of psychosocial support for students with disabilities is vital because of the enormous challenges they face in higher education (Elliot & Wilson, 2008;Fuller et al, 2004;Harnett, 2016;Jacklin et al, 2007;Odame et al, 2021aOdame et al, , 2021b. Psychosocial support may be required to enhance their retention and effective participation in school.…”

Section: Applying Socio-ecological Model To Understand the Psychosoci...mentioning

confidence: 99%

“…These challenges include lack of teaching and learning materials, lack of resources, lack of funds, inaccessible physical buildings, and lack of skills of the teaching staff to teach students with disabilities (Mamah et al, 2011;Nketsia et al, 2013;Opoku et al, 2017;Tudzi et al, 2017). Although the Ghanaian government provides some financial assistance to all students with disabilities enrolled in universities, a recent study has found that the assistance is not enough to cater their basic needs because of the rising cost of university education (Odame et al, 2021b). Other studies have likewise reported that university programs for students with visual impairment are limited to education, social sciences, and languages.…”

Section: Research Contextmentioning

confidence: 99%

“…Other studies have likewise reported that university programs for students with visual impairment are limited to education, social sciences, and languages. Meanwhile, most university lecturers lack the requisite resources to make accommodations and adjustments to cater to the needs of students with disabilities (Mamah et al, 2011;Odame et al, 2021aOdame et al, , 2021b. For instance, reading materials are sold to students only in print, institutions lack the resources to record lectures, university programs are examination oriented, and lecture halls are overcrowded and lack adequate lighting systems (Mamah et al, 2011;Odame et al, 2021b).…”

Section: Research Contextmentioning

confidence: 99%

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Applying a socio-ecological model to understand the psychosocial support services available to students with disabilities in universities

Akoto

Nketsia

Opoku

et al. 2022

EPAA

Self Cite

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The importance of psychosocial support for students with disabilities to participate effectively in universities cannot be overemphasized. As an essential aspect of inclusive practice, psychosocial supports empower students with disabilities and improve their accessibility to and belongingness in higher education. In the Ghanaian context, some attention has been given to challenges students with disabilities encounter during their university education, while less attention has been paid to the types of support they receive. Using Bronfenbrenner’s socio-ecological model as a theoretical framework, this study conducted qualitative semi-structured interviews with 11 participants with a disability, made up of 10 undergraduate students and one lecturer (physical disability: n=8 and visual impairment: n=3), to understand the nature and extent of psychosocial supports institutionalized for students with disabilities in universities in Ghana. The participants were recruited using purposive and snowball sampling approaches from one of the largest public universities in Ghana. The interview data were transcribed verbatim, and theoretical thematic analysis was performed. The psychosocial supports received by the students with disabilities that enable them to maintain their status at the university were presented and discussed around three levels: micro-system, meso-system, and exo-system. The result showed that students with disabilities received most of their psychological support from the micro-system. The study concludes with a call to policymakers to consider the important role of stakeholders such as family and peers as well improve support services to enhance the retention of students with disabilities.

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From university-to-work: an in-depth exploration into the transition journey of graduates with sensory disabilities in Ghana

Cited by 13 publications

References 50 publications

Motives for entrepreneurship and establishing one’s own business among people with disabilities: Findings from a scoping review

Motives for entrepreneurship and establishing one’s own business among people with disabilities: Findings from a scoping review

How can we create a diverse, equitable and inclusive workplace in society without the voice of disability? Lessons from Ghana

Applying a socio-ecological model to understand the psychosocial support services available to students with disabilities in universities

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