Graduation Term

Spring 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Mohamed Nur-Awaleh

Committee Member

Adel Al-Bataineh

Committee Member

John Rugutt

Abstract

The purpose of this qualitative single-case study was to explore how faculty at the University of Ghana perceive and experience shared governance, how it is practiced institutionally, and what outcomes they associate with it. Although shared governance is widely promoted as a democratic and collegial model of decision-making in higher education, its implementation remains underexamined. The study interviewed twelve (12) full-time faculty members who worked at the University of Ghana. Thematic analysis revealed ten interrelated themes, including structured participation with limited influence, shared governance as an opportunity for faculty input, and the presence of both collaborative attitudes and formal committee routines. The faculty members described governance structures that supported participation and consultation through academic boards and departmental committees. However, they also expressed concerns about their limited ability to shape strategic decisions and the administrative control over outcomes. Inclusive values and professional respect characterized the institution's level of shared governance, enabling faculty members to establish working relationships across the institution. The participants identified three primary outcomes of their shared governance experiences: improved institutional collaboration and trust, enhanced curriculum development, and positive effects on teaching and student learning. The study revealed that shared governance at the University of Ghana existed as a structural framework. However, its success depends on faculty members' influence and genuine collaborative efforts. The research findings lead to four recommendations: expanding faculty influence beyond academic areas, defining shared governance through an institutional framework, fostering relational trust through soft governance approaches, increasing inclusivity for junior faculty, and connecting governance participation to faculty development and recognition. These recommendations aim to strengthen shared governance as both a structural mechanism and a cultural commitment within Ghanaian higher education.

Access Type

Dissertation-Open Access

Download

Share

COinS