http://41.74.91.244:8080/handle/123456789/632 Fri, 19 Jun 2026 02:00:29 GMT 2026-06-19T02:00:29Z http://41.74.91.244:8080/handle/123456789/5284 Career progression of women in leadership positions in the technical universities challenges and opportunities Benson, Mary This study explored the career progression of women occupying leadership positions within the Technical Universities in Ghana. Grounded in the interpretivist research paradigm, the study adopted a hermeneutic phenomenological design within a qualitative framework. Data were collected from twelve female leaders across selected Technical Universities in the Southern part of Ghana using a maximum variation sampling strategy to ensure diversity of perspectives. Semi-structured interviews were employed to elicit in-depth accounts of participants’ lived experiences. The data obtained was analysed using thematic analysis. The study revealed that few women occupy key strategic leadership roles in Technical Universities in the Southern part of Ghana; however, those who have achieved notable progress, adopted varied leadership styles, and actively pursued career growth, breaking traditional norms and motivating future female leaders. Also, women's career advancement in technical universities was driven by teamwork, positive attitudes, mentorship, networking, Organisational support, continuous learning, personal and religious values, as well as cultural awareness. Nonetheless, aspiring women leaders faced obstacles such as Organisational, cultural, and societal barriers, gender discrimination and resistance from peers. Despite these challenges, opportunities existed in the form of paid study leave, external partnerships, technological advancements, diversity and inclusion initiatives. The study also found that even after attaining leadership roles, women continued to experience gender bias, structural challenges, work-life balance difficulties, and cultural pressures. Based on the findings, the study concludes that meaningful progress in gender equity within technical university leadership hinges not merely on opportunity but on the institutionalization of inclusive cultures that recognize and actively dismantle structural and societal barriers. The study recommends that technical universities intensify gender-inclusive policies, mentorship programmes, and Organisational support to sustain and enhance women's leadership progression to overcome persistent structural and cultural barriers. A thesis in the Department of Educational Administration and Management, School of Education and Lifelong Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Educational Leadership) in the University of Education, Winneba JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5284 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5282 Building the capacity of indigenous textile companies for competitiveness in a liberalized Ghanaian market Lartey, R.L. This study examines the competitiveness and performance of indigenous textile companies in Ghana, focusing on the challenges they face in a liberalized trade environment. Despite the textile industry's vital role in economic development, particularly in job creation and poverty reduction, Ghana’s indigenous textile sector has experienced a sharp decline. Trade liberalization has exposed local firms to intense competition from low-cost imports, particularly from China, resulting in the closure of many local businesses and a loss of market share. The study examines the capacity-building needs of these firms, highlighting issues including outdated technology, limited access to raw materials, inadequate infrastructure, and workforce skill gaps. It also assesses how these challenges affect employee well-being. Using multiple case studies and descriptive observational methods, the research gathers data to draw conclusions and recommend strategies for industry recovery. The approach is based on a phenomenological perspective within qualitative research. The case study design is ideal because it enables an in-depth understanding of Ghana’s indigenous textile industry, given the numerous historical, economic, and socio-political challenges it faces. Data collection involved face-to-face interviews, document reviews, and observations, providing comprehensive triangulation and verification of findings. This design supports multiple perspectives and explanations, highlighting how factors like human capital development, organizational culture, absorptive capacity, and external market forces influence competitiveness. A combination of purposive and stratified sampling techniques was used. Data were analysed descriptively and organized into themes, which helped identify, interpret, and understand patterns of meaning within the data. The thematic analysis offered rich insights into the performance, challenges, and capacity needs of Ghana’s indigenous textile companies. The study examines trade liberalization, its impact on performance and competitiveness in Ghana’s textile industry, its effects on employee well-being, and trade policies in developing countries. By reviewing the industry’s strengths, weaknesses, and capacity gaps, the study proposes a capacity-building framework to enhance competitiveness and sustainability. Key recommendations include technological upgrades, workforce development, improved supply chain management, and policy reforms to provide targeted support. Lastly, the study highlights the importance of collaboration among industry stakeholders, policymakers, and international partners to revitalize Ghana’s indigenous textile sector and ensure its long-term growth and contribution to the national economy. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Doctor of Philosophy (Art and Culture) Department of Music Education School of Creative Arts UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5282 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5274 The effect of solution-focused brief therapy and cognitive behaviour therapy on psychological functioning of trainee-nurses in Ledzokuku Greater-Accra Banibensu, A.A. This study assessed psychological functioning in four domains among trainee-nurses, examining the effectiveness of the Solution-Focused Brief Therapy (SFBT) and Cognitive Behaviour Therapy (CBT) in enhancing students’ psychological well-being. The research utilized a randomized experimental design with imperfect control group due to real-world constraints. With this pretest-posttest randomized control group design, sixty participants were purposively chosen based on their OQ45.2 scores and were randomly assigned to experimental and control groups. After eight sessions of therapy, the study found that nursing-trainees experienced Symptoms Distress, Interpersonal Relationship, Risk and Social Role challenges similarly no matter their intimacy status. Whether they are single and searching for a partner, single but not searching for a partner, in a relationship but not yet married or are married, did not make a difference in their psychological functioning. Similarly, gender made no difference in psychological functioning. Seventy-five percent (75%) of the trainee-nurses were females. The average age of the trainee-nurses was 19 years which means that most of them were emerging adults. More than half of the population (58%) were in relationship. The therapies were statistically and clinically significant in reducing poor psychological functioning, meaning that therapy improved overall well-being in the four domains. Solution-focused Brief Therapy more significantly reduced Interpersonal Relationship challenges, whilst Cognitive Behaviour Therapy had the greatest effect in reducing incidents of Symptom Distress, Risk and Social Role challenges. Regular psychological assessment and therapy is recommended as part of the nursing training curriculum with SFBT and CBT deemed suitable for improving trainee-nurses’ psychological functioning. A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Guidance and Counselling) in the University of Education, Winneba AUGUST, 2025 Fri, 01 Aug 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5274 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5262 Using interactive multimedia instructional approaches to improve academic performance of pre-service science teachers in some selected biology concepts Arthur-Baidoo, F. This study assessed the effect of Interactive Multimedia Instructional Approaches (IMIA) on the learning outcomes of some biology concepts among pre-service science teachers at Wiawso College of Education in Ghana. The study employed an action research design with a convergent parallel mixed-method approach. Data was collected quantitatively and qualitatively and were analyzed using IBM SPSS version 27.0. The instruments used in the study were tests, questionnaires, and interviews. A total of 76 participants were involved, with a small subset (10 pre-service science teachers) selected for interviews. Purposive and convenience sampling techniques were used to select the participants for the study. The study revealed that the majority of respondents agreed they found it difficult to understand the different parts of cell and their functions, with a mean score of 4.75 and a standard deviation of 0.82. They also agreed that visualizing the three-dimensional structure of a cell was challenging, with the same mean value and standard deviation. Furthermore, most respondents indicated that technical difficulties hinder instruction, with a mean score of 4.28 and a standard deviation of 0.99. Finding appropriate multimedia instructional approaches that align with the curriculum was perceived as even more difficult, reflected by a mean score of 4.410 (standard deviation = 0.84). Limited access to technology and multimedia instructional approaches was another common concern, with a mean score of 4.21 (standard deviation = 0.83). The results, again, showed that a significant number of pre-service science teachers believed that integrating multimedia approaches effectively required additional time and effort, as indicated by a mean score of 3.880(standard deviation = 1.30). Moreover, the study found that the pre-service science teachers’ performance in the selected biology concepts improved significantly after being exposed to the IMIA interventions, with the average pre-test score increasing from 36.62 to an average post-test score of 71.89. Based on these results, the study recommends that Wiawso College of Education biology lecturers adopt and utilize the Interactive Multimedia Instructional Approach, to better support pre-service science teachers in learning abstract biology concepts like cell structure, cell division, and Mendelian genetics at the college level. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Integrated Science Education Faculty of Science Education JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5262 2025-07-01T00:00:00Z