Rethinking stakeholder engagement in higher education reforms: The case of Colleges of Education in Ghana

Abstract

Educational reforms have become a key global feature of contemporary higher education. Majority of these reform initiatives in developing nations appear to be characterised by the importation of success stories from developed nations, either through adoption or adaptation. However, whether reform initiatives are adopted or adapted, it is undeniable that their effective implementation and ownership responsibility for sustainability depend largely on the effectiveness of stakeholder engagement in the process of change. Using a push and pull engagement framework with qualitative research methods, in particular individual and focus group interviews, this article examines the perspectives of College of Education Leadership on the usefulness of their engagement in the implementation and ownership responsibility for the sustainability of the Ghana Government's flagship programme Transforming Teacher Education and Learning (T-TEL) in the Colleges of Education. The findings indicate a fair level of engagement of college leadership with the T-TEL project activities using integrated 'push and pull engagement platforms. However, the level of engagement appeared asymmetrical such that the push engagement information was over concentrated on College Principals. The study concludes that this has led to minimal ownership responsibility for sustainability of the reform initiatives within the Colleges. In light of this, it is recommended that extended engagement with the College of Education leadership should be pursued by the Government with a particular focus on the pull engagement platforms, and with the aim of achieving ownership and the lasting impact of the programme's objectives.