http://41.74.91.244:8080/handle/123456789/632 Mon, 20 Apr 2026 09:11:52 GMT 2026-04-20T09:11:52Z http://41.74.91.244:8080/handle/123456789/5179 A study of the picture making course at UEW and its alignment with Global contemporary Art trends Kumangtum, R.T. The University of Education, Winneba is currently a public university in Ghana with the core mandate to train teachers. It holds both the opportunity and responsibility to provide excellent teacher preparation for aspiring visual arts educators. Art is continually evolving, embracing innovative techniques, materials, and concepts that challenge traditional artistic norms. Art practices at UEW do not adequately reflect current world practices, because for over a long period, the school has maintained teaching almost the same techniques and methods of art, giving students a limited view of the art industry. The study adopts a case study design, allowing for a detailed examination of the depth of contemporary art practices among Picture Making students at the Department of Art Education, UEW. Participants of the study included Picture Making Lecturers, alumni and students who had at least completed 300 level of their degree programmes. It was realised that the content of the curriculum largely adopts the mimetic approach. Some lecturers had however made some efforts at chipping in a few contemporary art practices in their teaching instruction. Lecturers cited the operational Picture Making component of the accredited Art Education document and the Senior High School Visual Art curriculum as the factors that had for a very long time limited the Department from adopting contemporary art as an area of study for Picture Making. Through a document review of the Picture Making component of the Art Education accredited programme, it was observed that the curriculum leaned towards mimetic and formalistic theories in art practice. Consequently, the contemporary art genre has no place in the curriculum, creating a gap between the Picture Making classroom and the contemporary world of art. Student participants had very limited knowledge of the contemporary art genre. The findings of this research led to the proposal of a four-phased model for Picture Making instruction, and other strategies for incorporating contemporary art into the Picture Making course. The model combines both traditional and contemporary art methods, bridging the gap between the current Picture Making pedagogy and contemporary art practices. It is recommended that conceptual thinking, critical analysis, and interdisciplinary approaches to art-making should be introduced into Picture Making at UEW to provide students with a broader understanding and engagement in contemporary art. A Thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Arts and Culture) In the University of Education, Winneba Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5179 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5169 Nation branding through diaspora marketing on social media analysing Ghana’s beyond the return initiative Osei-Mensah, B. This study investigates how diaspora-focused marketing strategies and narratives shape Africa’s nation branding efforts, with particular emphasis on social media content and initiatives such as Ghana’s Beyond the Return. It explores the types and formats of content promoted, the strategic narratives guiding diaspora marketing, and audience perspectives of the nation brand. Employing a qualitative case study design, the research draws on online observation of Beyond the Return’s Instagram posts, key expert interviews, qualitative survey responses, and secondary document analysis. Guided by the social media communication mix, Anholt’s Nation Brand Hexagon, and diaspora engagement ideas, the study proposes a conceptual framework linking diaspora marketing to nation branding. Findings indicate that although the initiative has increased visibility, cultural pride, and diasporic curiosity, its overall impact is limited by event-oriented planning. Six dominant diaspora marketing strategies emerged: reinforcement of cultural heritage and identity, promotion of diaspora investment and philanthropy, use of celebrity and influencer endorsement, government and institutional support, symbolic merchandising, and experiential events. These strategies blend heritage with global aesthetics to construct a functional and emotionally resonant Ghana nation brand narrative. The study concludes that African stakeholders must move beyond symbolic, seasonal diaspora marketing towards long-term, inclusive frameworks that encourage cultural immersion, structural reform, and diaspora coownership. Such an approach would position the diaspora as active partners in cultural preservation, socio-economic development, and global African solidarity. This research contributes to discussions on how nations can reimagine identity, belonging, and branding in transnational contexts and recommends adopting a co-creative diaspora marketing framework that promotes year-round engagement, institutional collaboration, and inclusive nation brand narratives. A thesis in the Department of Strategic Communication, School of Communication and Media Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Communication and Media Studies) in the University of Education, Winneba. JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5169 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5150 Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana Agbakplor, G. This study examined the impact of birth order and sibling relationship on school adjustment among selected senior high schools in the Central Region of Ghana. The study is critical since there is a societal concern about the school adjustment issues that arise when students, both male and female, detach from their homes to pursue academic goals in Senior High Schools. This study therefore looked at the adjustment issues from the perspectives of the students’ birth order and sibling relationship. Relevant literatures that were related to the study were reviewed. In order to be able to measure the variables for the study, four research questions and six hypotheses were developed. The Sequential explanatory Mixed Methods design was used. The main instruments used for data collection were questionnaire and interview schedule. The construct validity of the questionnaire was established using factor analysis and reliability using Cronbach’s alpha. The proportional stratified sampling method was used to select 522 students, and convenience sampling technique was used to select eight (8) students for the qualitative phase. Both descriptive and inferential statistics were used in analyzing the quantitative data. The Pearson Moment Product Coefficient (r), the step-wise multiple regression, the independent samples t-test and the One-Way Analysis of Variance (ANOVA) were used to test the hypotheses. The qualitative data was analyzed using thematic analysis. The study outcomes indicated that birth order of students did not play significant role in influencing variations in academic, institutional, personal/emotional, and social adjustment among students. Additionally, there was a moderate and statistically significant positive correlation between school adjustment and sibling relationships. Moreover, factors such as sibling goal setting, involvement, and encouragement had a significant predictive influence on school adjustment, whereas academic engagement did not. From the study findings, it is recommended that school authorities implement adjustment programs for secondary school students while considering birth order of students when taking decisions about the welfare of students. Senior High Schools are also to eliminate barriers hindering students’ full engagement in schools and create a conducive atmosphere and ensure the availability of social support for students. At home families are to prioritize effective communication and building effective relationship among siblings. The study is very significant to the curriculum developers and policy makers in education; as it serves as valuable information for senior high school administrators, enabling them to develop targeted intervention programs to support students in coping with the demands and challenges encountered in the educational environment. A Thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, Submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba AUGUST, 2024 Thu, 01 Aug 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5150 2024-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5148 Historical analysis of the Cultural significance and dress identity Politics of Ghana’s Parliamentary dress between 1951 to 2023 Donkoh, S. Despite Ghana's sixty-seven years of political independence, the historical trajectory and cultural significance of its parliamentary sartorial practices remain a significant scholarly lacuna. This study directly addresses this gap by undertaking a critical historical analysis of parliamentary dress culture evolution in Ghana from 1951 to 2023. Focusing specifically on the attire of Speakers of Parliament and members of the legislative bodies under their leadership, the study employs a qualitative historical design. Utilizing purposive and stratified sampling, a sample size of forty-four participants were engaged. Primary data was derived from meticulous analysis of historical records, archival photographs, stakeholder opinions, and targeted interviews. The investigation dissects the design structure, embedded symbolisms, and national identity constructs manifested in the parliamentary robes of Ghana's Speakers. It critically highlights the enduring influence of Western-sartorial overtones and documents the deliberate, post-independence incorporation of Indigenous Ghanaian elements under President Nkrumah’s National Personality concept. This shift signified a resurgence of local dress as an emblem of sovereignty and cultural reclamation. Furthermore, the study engages contemporary discourse, notably analyzing Speaker Bagbin’s recent advocacy for decolonizing parliamentary attire. It reveals the perspectives of parliamentarians and cultural custodians on formalizing Indigenous Ghanaian dress styles for parliamentary proceedings. The research also uncovers the tangible impact of parliamentary dress codes on Ghana's local fashion industry, illustrating how political attire influences broader sartorial trends nationally. Key findings illuminate the crucial, yet underexplored, role of clothing in legislative representation and identity formation within a post-colonial African state, Ghana. Theoretically, this study significantly advances understanding of the complex intersection between fashion, cultural identity, and political governance in postcolonial contexts, positioning Ghana within broader African and global discourses. It reveals parliamentary attire as a critical site for negotiating national identity, demonstrating the dynamic tension and synthesis between enduring colonial legacies and deliberate post-indigenous reclamation. Furthermore, the research documents the socio-economic impact of political dress codes on Ghana's local creative industries, informing vital policy debates concerning the formalization and potential legislation of culturally resonant parliamentary attire. Crucially, the findings underscore the urgent imperative for systematic preservation of this evolving facet of Ghana's cultural heritage. The study recommends: further historical research into pre-1951 colonial-era parliamentary dress to uncover obscured cultural expressions; Legislative consideration to formalize Ghanaian parliamentary dress culture; Establishing a dedicated parliamentary museum to preserve robes and artifacts, safeguarding this vital heritage for future scholarship and public engagement. A thesis in the Department of Music Education, School of Creative Arts, submitted to the school of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Arts and Culture) in the University of Education, Winneba DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5148 2024-12-01T00:00:00Z