http://41.74.91.244:8080/handle/123456789/728 Tue, 12 May 2026 16:21:17 GMT 2026-05-12T16:21:17Z http://41.74.91.244:8080/handle/123456789/5226 Development of conceptual website design model for University of Education, Winneba, Ghana Opoku, N. University’s website functions as a virtual front door that serves as a critical point of interaction for students, prospective students, alumni, faculty, and the global academic community. Beyond providing information to its community, a university website reflects the institution’s identity and a strategic asset for communication. As the first point of contact for many prospective students and stakeholders, the design, development and functionality of a university website plays a crucial role in shaping perceptions about the institution and influencing decision-making. Despite the increasing reliance on platform for communication, preliminary investigation suggests that many Ghanaian university websites failed usability test and lack modern design standards. Again, there is no conceptual model that guide the design and development of university website. Hence, the study focused on developing a conceptual model that outlines the essential components of effective university website design and test it in the development of prototype website for the University of Education, Winneba. The study employed qualitative descriptive design to describe the experiences of users when interacting with university website and provide a snapshot of the existing selected universities websites. Again, a studio-based research designs was used to produce a prototype UEW website through creative design processes. The research employed the purposive and convenience sampling techniques with a total sample of six websites, two experts and fourteen (14) participants from selected Ghanaian universities. Observations, focus group discussions and interviews were used for data collection. Thematic, visual, and content analysis were employed to analyse data from the field. Findings from the study revealed that many selected Ghanaian universities’ websites fall short in structure, content, accessibility, and modern digital standards. It emerged from the study that many users experience “click fatigue” when locating basic information on university website. Users reported search functionality failures, by returning zero results for programme specific information such as courses description on the university web. The study concluded that the conceptual model developed has proven to be a robust and effective framework for guiding the creation of functional and user-centred university websites. The application of the model was used in developing UniSite WordPress theme and further used to develop a prototype UEW website demonstrated its practical relevance and adaptability. The study recommends the adoption of the proposed conceptual model as a standard guideline for designing Ghanaian university website. Again, web designers and developers should adopt the UniSite WordPress theme for designing university website to reduce time and resources required to design, develop, deploy and maintain the university website due to its functionality and user-friendliness. A thesis in the Centre for Research in Culture and Creative Arts, The School of Creative Arts, submitted to 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. JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5226 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4908 An assessment of resilience of petty traders to flood disaster in Agboboshine market, Accra-Ghana. Dankwa, S. Curriculum design, implementation and evaluation play a vital role in the continuous improvement of educational programmes, the enhancement of student learning outcomes, and the overall effectiveness of the programme of study. These processes ensure that the curriculum remains responsive to the evolving needs of students and society with high standards of quality content delivery. The African Studies Curriculum at the University of Education, Winneba (UEW) has been implemented for over two decades with its challenges, including students’ motivations, cultural content, teaching methods, techniques and strategies. In this regard, the study was set out to evaluate the implementation of the African Studies course in order to unravel the extent to which the intended outcomes of the African Studies curriculum in UEW has been achieved. With pragmatic worldview, and rooted in the curriculum Evaluation Model, Theoretical, conceptual and empirical literature within the domain of curriculum implementation in African Studies were critically reviewed. An explanatory sequential design within the mixed method approach was adopted while the Krejcie and Morgan Table for sample size determination was employed to sample three hundred and seventy-five (375) students from a total of 15,000 first year students offering African Studies courses at the University of Education, Winneba (UEW). Seven (7) students were purposively selected from the sample size of 375 for the qualitative data. Again, five (5) lecturers from the African Studies Centre of UEW were purposively selected for the study. Instruments for data collection included questionnaire, interview and focus group discussion. Quantitative data analysis was done by using SPSS statistics analytical software. Descriptive and inferential statistics was employed for the quantitative analysis, whilst thematic analysis was used to analyse the qualitative data. Findings showed that even though students are motivated by series of decisions in selecting courses in African Studies courses, they are basically influenced by external factors such as department, colleagues and the popularity of the courses. It was concluded that some Departments choose specific courses based to relativity to their areas of specialism and future academic pursuits. It was recommended that, there is the need for course recommendation systems in physically-based university environments in Ghana. This has become necessary since African Studies courses are mandatory by which reason is to re-orient the misconceptions of students concerning the continent and carving the positive African image. Fresh students should be oriented to alleviate the misconceptions associated with course selection. “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 Oct 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4908 2023-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1304 Multilingualism in theatre for development communication, a study of Nima Abdallah, A The practice of theatre for development (TfD) unequivocally thrives on language. Therefore, the issue of linguistic diversity may influence the communication process in TfD in terms of attainment of expected outcomes, especially in multi-ethnic communities. Focusing on Nima, a multi-ethnic community in the Accra metropolis, this study explored the potential of multilingual theatre for TfD communication in order to assess the impact of linguistic diversity on the effectiveness of TfD. Using the qualitative paradigm of inquiry, this case study employed multiple research instruments (interview, focus group discussion, observation and document). In addition, Theatre for Development methodology was adopted to undertake an intervention. Results from the post intervention process affirmed that multilingual theatre has the tendency to improve effective communication and sustain community participation in TfD in the Nima community. The analysis further demonstrated that multilingual TfD in a multiethnic context is significant for sustainability of TfD projects, especially in Nima. The findings of the study indicated that multilingual theatre requires incorporation of multifaceted techniques so as to improve community participation and sustainability in TfD projects in Nima. In this respect, the study argues that multilingual theatre is most likely to achieve democratisation in TfD communication, improve community participation and sustainability in TfD projects in Nima. The study, therefore, proposes a context-specific framework for consideration--Multilingual Theatre as Democratisation in Theatre for Development communication (MTaDTfDC) as a suitable model to support TfD communication in Nima. A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in the University of Education, Winneba in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Arts and Culture) MAY, 2018 Mon, 01 Jan 2018 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/1304 2018-01-01T00:00:00Z