University preparation and the work capabilities of visually impaired graduates in Ghana: a tracer study

Odame, Lois; Osei-Hwedie, Bertha Z.; Nketsia, William; Opoku, Maxwell Peprah; Arthur, Betty Nanor

doi:10.1080/13603116.2019.1609102

Cited by 23 publications

(21 citation statements)

References 21 publications

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“…Moreover, these types of barriers may cause students with VI to experience difficulty in completing their education, or even to leave the university (Hewett et al, 2017;Moriña, 2019). Obtaining a job and pursuing a fulfilling career can also pose challenges for students with VI after graduation (Odame et al, 2019b). However, researchers have mentioned that young people with VI who complete a higher education programme have more job opportunities than their peers who do not (Lamichhane, 2012;Shaw et al, 2007).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Experiences of students with visual impairments in higher education: barriers and facilitators

Fırat¹

2021

British J Special Edu

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This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/ faculty members who instruct these students together with other students. Data were collected through semi-structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader-related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI.

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Section: Review Of Related Literaturementioning

confidence: 99%

Experiences of students with visual impairments in higher education: barriers and facilitators

Fırat¹

2021

British J Special Edu

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“…Based on the data above, it can be seen that Educational Management Department outcomes are relevant to the needs of the graduates' careers. As mentioned in some researches, we can conclude that through tracer study, we can obtain information about the gap between the competence of graduates and the demands of the real needs of graduate users (Kahn et al, 2019;Moderazo, 2016;Odame et al, 2021). In addition, additional (non-academic) competencies that must be given to graduates are following the competencies needed in the graduates' future career (Reusia et al, 2020;Pontillas, 2018;Noko and Ngulube, 2013).…”

Section: Discussionmentioning

confidence: 97%

“…Currently, the Educational Management Department is developing international programs so that graduates' skills in communication, networking, and self-competence can be compared to graduates from leading universities globally. These are ways to increase the number of graduates working in national and international areas so that it is an indicator that graduates can compete and benefit at the international level or society (Odame et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Educational Management Graduates: A Tracer Study from Universitas Negeri Surabaya, Indonesia

Andari

Setiawan

Windasari

et al. 2021

IJORER Int. J. Recent Educ. Res.

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Tracer Study is a study that can provide helpful information to evaluate higher education results and can then be used to improve and guarantee the quality of higher education institutions. This research uses a quantitative research approach with the type of survey research. The research population is graduates of the Educational Management Department who graduated in 2019 and 2020. The sample used is saturated sampling, where the entire population is a member of the sample. The study results were analyzed using descriptive statistics and extracted information about graduates, including the number of graduates. It includes who graduated, graduates employment status, waiting time for graduates, coverage of where graduates work, and other descriptions are required by Badan Akreditasi Nasional Perguruan Tinggi (i.e., BAN-PT). BAN-PT is an accreditation organization in Indonesia, where accreditation and input for curriculum development of Educational Management Department. The result showed that Educational Management graduates could be survived as employees or entrepreneurs that focus on Educational Management scope.

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“…Beside accessibility and findability, access to educational resources is discussed in research especially in the context of developing countries. For instance, lack or shortage of educational resources and assistive technologies (Odame et al 2019;Hummel, Engelbrecht, and Werning 2016;Lamichhane 2015), poor connectivity and lack of access to digital resources (Anaraki and Heidari 2010;Wright, Dhanarajan, and Reju 2009), and digital illiteracy (Alper and Goggin 2017) are problems that often plague students in the global south. However, it would be wrong to assume that all developing countries share similar problems and require similar solutions.…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context

Beyene

Mekonnen

2020

International Journal of Inclusive Education

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The right of persons with disabilities for equal access to education and educational resources is enshrined by international and country-specific anti-discrimination laws. Taking the Ethiopian context as an example, this paper sought to identify barriers of access to educational resources and explored ways for removing them. Seventeen students with visual impairments studying at Hawassa University were selected for semi-structured interviews. Moreover, five individuals working at the disability centre and the university library were interviewed. The results of the interviews were analysed thematically using the International Classification of Functioning, Disabilities and Health (ICF) as a framework. Access and accessibility problems that emanate from the learners' diverse background, lack of educational resources in alternative formats, lack of institutional tools (policy, procedure, guidelines, etc.) to bridge the gap between law and practice, and the digital divide were among the problems identified and discussed. At the end, the paper showed how libraries, revitalised as learning and information commons, could help to ensure the accessibility of educational resources and help learners with disabilities to acquire skills that may help them in their studies and their future undertakings.

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University preparation and the work capabilities of visually impaired graduates in Ghana: a tracer study

Cited by 23 publications

References 21 publications

Experiences of students with visual impairments in higher education: barriers and facilitators

Experiences of students with visual impairments in higher education: barriers and facilitators

Educational Management Graduates: A Tracer Study from Universitas Negeri Surabaya, Indonesia

Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context

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