Participation of Student Teachers in Decision-Making across Volta Region Colleges of Education in Ghana
Saved in:
| Title: | Participation of Student Teachers in Decision-Making across Volta Region Colleges of Education in Ghana |
|---|---|
| Language: | English |
| Authors: | Christopher Yao Dewodo, Johnson Kofi Kassah, Daniel Attakumah |
| Source: | Higher Education Studies. 2026 16(1):32-48. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Student Participation, Participative Decision Making, College Students, Governance, Preservice Teachers, Barriers, Student Attitudes |
| Geographic Terms: | Ghana |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | Student participation in higher education governance is internationally acknowledged as a core element of democratic practice and a mechanism for strengthening institutional accountability. However, the degree and effectiveness of such participation differ markedly across contexts. This study examines the extent of student teachers' involvement in governance and the systemic constraints that shape their engagement across five Colleges of Education in the Volta Region of Ghana. Using a descriptive survey design, 361 student teachers were selected through stratified random sampling. Findings reveal limited awareness of governance structures among students and a narrow focus on Students' Representative Council (SRC) roles in academic matters, with minimal influence on administrative decision-making. Centralised authority structures, weak communication systems, and inadequate dissemination of governance-related information contribute to persistent feelings of marginalisation and disengagement. The study underscores the urgent need for governance reforms aligned with global calls for participatory, transparent, and inclusive decision-making in higher education. It recommends institutionalising regular governance orientation and sensitisation programmes, strengthening formal communication channels, and enhancing SRC autonomy through improved representation, resourcing, and targeted leadership capacity-building. These interventions can promote more responsive, student-centred governance and contribute to broader international agendas for inclusive higher education systems. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505363 |
| Database: | ERIC |
| Abstract: | Student participation in higher education governance is internationally acknowledged as a core element of democratic practice and a mechanism for strengthening institutional accountability. However, the degree and effectiveness of such participation differ markedly across contexts. This study examines the extent of student teachers' involvement in governance and the systemic constraints that shape their engagement across five Colleges of Education in the Volta Region of Ghana. Using a descriptive survey design, 361 student teachers were selected through stratified random sampling. Findings reveal limited awareness of governance structures among students and a narrow focus on Students' Representative Council (SRC) roles in academic matters, with minimal influence on administrative decision-making. Centralised authority structures, weak communication systems, and inadequate dissemination of governance-related information contribute to persistent feelings of marginalisation and disengagement. The study underscores the urgent need for governance reforms aligned with global calls for participatory, transparent, and inclusive decision-making in higher education. It recommends institutionalising regular governance orientation and sensitisation programmes, strengthening formal communication channels, and enhancing SRC autonomy through improved representation, resourcing, and targeted leadership capacity-building. These interventions can promote more responsive, student-centred governance and contribute to broader international agendas for inclusive higher education systems. |
|---|---|
| ISSN: | 1925-4741 1925-475X |
