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The purpose of this paper is to present a report on a tracer study conducted to find out the extent to which entrepreneurship education received by tertiary tourism graduates had been beneficial to them.

Application of mixed methods research to collect data from 205 tertiary education graduates by the use of snowball sampling techniques and two entrepreneurship teachers selected purposively.

The study revealed that <3 per cent of the graduates were operating their own businesses. Among the reasons given for the low level of entrepreneurship practice among the graduates included their inability to access initial capital, absence of entrepreneurship spirit in the graduates and the unrelated nature of entrepreneurship education studied at the polytechnic to the tourism and hospitality industry.

The main limitation with this study was sampling bias associated with the snowball sampling technique. This was, however reduced by initially selecting respondents to represent the various year groups of the alumni. In addition, it would have been more appropriate to have included present students in the study to find out their perception of the entrepreneurship education that they are receiving.

The practical implication of this tracer study is the need for educators to evaluate the entrepreneurship programme to make it subject specific. The work will therefore help tourism educators to prepare syllabi and teach entrepreneurship education that will be relevant and beneficial to tourism and hospitality graduates. Another implication is the need to start teaching entrepreneurship as a course at the basic school level.

The social implications of this study is that it would enable managers of tertiary education institutions to find appropriate means to increase the number of its graduates who will be able to create their own jobs. These entrepreneurs will be able to create more employment avenues.

The novelty of the work is in the use of a tracer study to obtain occupational distribution of graduates of a tertiary programme that enabled the author to ascertain the percentage of graduates who have started and are managing their own businesses.

This chapter presents the findings of a Gender and Leadership study on promoting gender responsiveness and equality in Ghanaian Colleges of Education (CoEs) conducted in 2017. Specifically, this chapter explores CoEs actors’ perspectives on and experiences with using predetermined gender-responsive scorecard (GRS) as a strategy for promoting gender equality within the CoEs. Multiple-case study involving 10 CoEs selected purposively was used to explore the GRS implementation. Data collection and analysis methods included semi-structured interviews and “processual” analysis. The findings revealed a general contradiction among respondents regarding which gender actions/strategies had been implemented in the case study CoEs. Nonetheless, amid reported implementation challenges, there was general acknowledgment of the importance of the GRS in running gender-responsive CoEs in Ghana. The study concludes that the effective use and implementation of the GRS strategies appear imperative in promoting female success in CoEs, not only in Ghana but also in contexts where gender gap is an issue in teacher education.

The purpose of this paper is to examine the influence of transformational and transactional leadership behaviours on local government worker’s job satisfaction as well as to determine which one of these two leadership behaviours is a better predictor of job satisfaction among local government servants in Ghana.

The research used a questionnaire to collect 322 usable data from the respondents, and employed multiple regressions to analyse the data.

The results showed that both transformational leadership and transactional leadership behaviours have significant positive effects on employee job satisfaction in Ghana’s Local Government service. Surprisingly, critical examination of the results further revealed that transactional leadership behaviour is a better predictor of job satisfaction relative to transformational leadership behaviour in Ghana’s Local Government Service. Moreover, the findings suggested that the influence of both leadership behaviours on job satisfaction may vary by workers’ age, level of education and gender.

These results imply that the more transactional and transformational leadership behaviours are exhibited or demonstrated by leaders, the more satisfaction local government servants will experience with their jobs. It further means that depending on the context or work environment, transactional leadership can surpass transformational leadership in enhancing employee outcomes. It also reinforces the need to ensure equity in employee reward systems as well as treatment of different age, educational and gender groups.

This result has contributed to knowledge by providing empirical evidence to refute the popular claim that transformation leadership produces better outcomes than transactional leadership. Besides, this study highlights the important roles of transformational and transactional styles in ensuring job satisfaction among the local government sub-sector, a generally under-researched sector.

This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information.

A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study.

It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” and “information use”, the types of schools, academic streams of study, and students' family background seemed to have significant influences.

This study is the first large-scale survey conducted in Singapore that sought to test the IL skills of secondary school students. The findings are useful in assessing the current effectiveness of IL integration, and the need for a more planned approach towards IL competency training within the school curriculum in Singapore.

Purpose – The case study described here showcases the way in which the University of South Australia (UniSA), an institution with a long history of being at the forefront of educational opportunity for all and with equity principles embedded in its founding legislation, has responded to the mainstreaming of widening participation and engagement. It does so by focussing particularly on the Foundation Studies access education programme, the cornerstone of the University's widening participation strategy for adults (although in Australia the vast majority of university entrants are aged 18 years and above and, therefore, by definition, categorised as adults).

Approach – We provide an overview of the development and structure of the Foundation Studies programme, the national and institutional contexts in which it operates, and key characteristic of students who undertake the programme. We also report on participation and success rates and briefly describe how successful access education students gain admission to undergraduate study.

Social implications – UniSA's approach to equity and widening participation provides an effective means of redress for people who have experienced educational disadvantage. It does so not merely by providing access but by also actively preparing them for future academic success. That success in turn builds social capital – serving a wider and increasingly pertinent imperative in today's global market economy.

Value of chapter – The case study described presents what has proven to be a viable and effective model, one which suggests strongly that socio-economic and educational disadvantage can be overcome and that ‘second chance’ does not imply ‘second rate’.

Through exploration of the Addressing Higher Education Access Disadvantage (AHEAD) Program, this chapter will outline how outreach programs contribute to national equity targets, university social responsibility practices, and university recruitment targets. The chapter explores innovations in tertiary outreach and its relationship to the student recruitment chain. Presenting insights and considerations to higher education (HE) leaders regarding approaches to equity outreach at an institutional level and the benefits of authentic university-based outreach initiatives. The chapter will draw on the experience of the AHEAD program since inception in 2014, and the data relating to student impact and university first preference scores from the Tertiary Institute Service Centre database, to demonstrate the Program’s effectiveness in developing student aspirations for HE. Additionally, the available data suggest that the creation of place-specific aspiration and learning experiences within the program has resulted in a recruitment advantage for the host institution, despite the program presenting information and pathways for all universities in Western Australia. The chapter presents the position that institution-specific affinity and natural transition pathways are cultivated through programs that seek to engage with low socioeconomic communities with a focus on co-solving-specific demographic challenges.

Partnerships between universities and secondary schools are highly valued for a range of pedagogical, transition and outreach benefits to students, teachers and more broadly, society. Teachers in schools provide a rich insight into how university teaching staff can better engage students and provide them with deeper learning experiences. Universities can provide on-campus student incursions for learning activities, work experience opportunities, research projects with academics and lectures by specialist researchers. This chapter describes the range of benefits arising from a partnership, established in 2009, between the John Monash Science School (JMSS) and Monash University, co-located in outer suburban of Melbourne, Australia. The JMSS–Monash partnership has generated a number of innovative and dynamic educational programmes, which have positively impacted the learning and engagement of students across geographic divides. The partnership is rich, and has broadened and deepened as the partners have learned more about each other’s capacities, and envisioned what is possible in an educational landscape bereft of innovation and challenge to existing norms. By thinking creatively and acting bravely, the partners have shone a light on a brighter future in science for Australian students.

Using a political economy framework, this paper examines the financing trend, by investigating three systematic spikes occurring between 2004 and 2016. The study aims to provide a useful review of the interaction of politics, financial decisions and educational outcomes. Additionally it provides a useful guide, especially to academics, to identify political and economic conceptualizations that will predict expenditure decision-making of political actors and to be able to provide policy advice on the future effect of such decisions on availability and accessibility of public goods.

The paper adopts a secondary data analysis approach, drawing upon secondary data sources such as from the Ministry of Education, budget statements from the Ministry of Finance, as well as relevant policy documents. Additional information for the study was also extracted from the manifestos of the two leading political parties in Ghana – the New Patriotic Party and the National Democratic Congress and their viewpoints on financing of education in Ghana.

Using two epochal years when financing of education peaked (2008 and 2012), which coincided with election years, the trend lends itself to being interpreted as opportunistic spending. It appears to give credence to a conclusion that the increases in spending are more politically directed and nonneutral.

This paper fulfills an identified need to study the trend of basic education financing in Ghana, which will help policy actors make better-informed decisions with the introduction of the novel “adaptive opportunism” framework analysis tool.

The purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory.

In this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo.

Results from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers.

This study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison.

The study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers.

Despite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory.