Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618716
Title: A critical study of internationalisation in the public universities in Ghana
Author: Gyamera, Gifty Oforiwaa
ISNI:       0000 0004 5355 0380
Awarding Body: University of Roehampton
Current Institution: University of Roehampton
Date of Award: 2014
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This research critically examines the perceptions, rationales, strategies and challenges of internationalisation at the public universities in Ghana. The study contributes to the available literature on Ghanaian higher education and internationalisation in the public universities. The research was a qualitative study and the conceptual framework was informed by postcolonial theory. The theory helped to address major questions in higher education including the infiltration of neoliberal ideas, inequalities and exclusions, and the perpetuation of colonial legacies in international discourse. Three public universities were purposely selected as case studies; respondents were administrators, deans, heads of departments, academics, and students from these selected universities. Personnel from the supervisory bodies of higher education in Ghana were also interviewed. Data gathering included interviews, documentary analyses and observations, and analysed using content and discourse analyses. The findings indicate that internationalisation is perceived as an important concept in the universities in the study. There are, however, dominant discourses and views of internationalisation that seem to be rooted in colonialism and the marginalisation of Indigenous Knowledge Systems. I argue that the global influences of capitalism underlie many of the strategies of the universities. Though the meanings, rationales and strategies of internationalisation are similar in all the universities, there are different nuances in the various institutions’ thinking and approach. In spite of their efforts, the universities in the study are confronted with a lot of challenges which limit their ability to offer an alternative to the dominant internationalisation discourse. I argue, however, that internationalisation is a problematic concept which should be engaged with critically; there is a need for a critical orientation to iii internationalisation that appreciates and emphasises difference, and which enriches the educational experiences of students.
Supervisor: Burke, Penny Jane Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.618716  DOI: Not available
Share: