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Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume.

Background: Lower limb amputations (LLAs) have long been associated with physical, social, and psychological consequences. Individuals with LLAs have challenges with mobility and often become isolated from their social networks. Disability rehabilitation technologies such as prosthetic devices are used to improve the mobility capabilities of lower limb amputees. To improve clinical outcomes, feedback from the prosthetic users is a key element to consider., Objectives: The study sort to explore the experiences of lower-limb prosthetic users after prosthetic rehabilitation in a prosthetic and orthotic rehabilitation center in the Eastern Region of Ghana., Study Design: This study adopted an exploratory descriptive qualitative study design., Methods: A purposive sampling technique and semistructured interview guide was used to interview 17 participants by the first author. The social model of disability underpinned the study. Lower-limb prosthetic users (≥18 years) with unilateral LLA attending outpatient follow-up at a prosthetic and orthotic rehabilitation center were recruited. The interviews were audio recoded, transcribed verbatim, and analyzed using the procedure for thematic content analysis by Braun and Clarke (2013)., Results: Participants reported injuries and tingling in their residual limb. Internal stigma resulting from negative comments and labeling from the public were reported. Prosthetic users experienced empathy and being treated as weaklings by their family/peers. Participants avoided relationships because of recurrent rejection, embarrassment, fear of sexual abuse, and exploitation. As a coping method, some participants chose to isolate themselves to avoid humiliation and public disgrace. Other coping mechanisms included watching television, listening to music, conversing with others, ignoring criticism, and having faith in God., Conclusion: Participants' narrative in this study gave insight into the varied lived experiences on the individual level, family/peer level, and the coping mechanisms used. Challenges relating to discomfort from the prosthesis, internal stigma, relationship avoidance, and altered sexual life should be given much attention and used in implementing initiatives to improve clinical outcomes., (Copyright © 2023 International Society for Prosthetics and Orthotics.)

Background: A sustainable point-of-care (POC) diagnostic testing implementation in low-resourced facilities enhances quick diagnostic investigation and halts unnecessary referrals. This study identified the barriers impeding the implementation of POC diagnostic testing in health facilities without laboratories in the Bono Region of Ghana; as well as explored potential solutions that could enhance the accessibility and effectiveness of POC diagnostic testing, ultimately improving the quality of healthcare delivery., Methods: A total of twenty-eight participants were purposively selected from health facilities in low-resourced settings in the Bono Region for a descriptive qualitative study. Of the twenty-eight participants, seventeen including ten healthcare providers from CHPS facilities, six district health depot managers, and one regional depot manager were engaged in in-depth interviews. Additional eleven including nine healthcare providers and two district depot managers were also engaged in focus group discussions. NVivo version 12 software was employed for condensation, labelling, and grouping of themes. Data was analysed narratively., Results: Work overloads, limited POC testing services, stock-outs of POC tests at the facilities, and supply-related challenges of POC test kits were identified as major barriers to POC testing services. To solve these barriers, adequate funding, an effective delivery system, stakeholders' engagement and advocacy, and in-service and refresher training courses were suggested as potential solutions to POC diagnostic testing services implementation by the stakeholders., Conclusions: This study's findings emphasize the need to address the barriers hindering the implementation of POC diagnostic testing in health facilities without laboratories in the Bono Region of Ghana. The suggested solutions provide a roadmap for improving the accessibility and effectiveness of POC testing, which has the potential to enhance the quality of healthcare delivery, reduce unnecessary referrals, and ultimately improve patient health outcomes in underserved settings., (© 2024. The Author(s).)

Drawing is described as the bases of all art work when an art idea is conceived. It can only materialize into concrete form when it has gone through a process of designing which basically involves drawing. The ability of an artist to draw is very paramount in the art profession. The bases for selecting students to pursue an art programme is their ability to pass the requisite examination which includes drawing but still this research would show that standard of drawing among some students in Takoradi Polytechnic is very low. Descriptive research method based on qualitative research approach was adopted. This method was used to describe research methodology, through results discussion and findings. This paper examines the problem of poor drawing standards in an attempt to find solutions. The paper would provide insight into the problems which include poor foundation of students drawing abilities, inadequate facilities for teaching drawing in the polytechnics, the methodology used in teaching and the general attitudes of students towards drawing lectures. The paper finally prescribes remedies that would address the listed problems above.

Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to the influence of assessment on teaching and learning, the understanding of which could arguably play an important role in introducing changes that will promote the cognitive processes and thinking skills desired in our schools and classrooms.

This paper primarily discusses the challenges deaf students in Ghana are likely to grapple with as they access education provided for them in English language. The arguments discussed in this paper are supported by findings from a multiple site case study of five Schools for the Deaf purposively sampled from four regions of Ghana. Observations were made of 15 classroom teaching and learning processes at the basic school level. Interviews were also conducted with seven teachers to gather qualitative data for the study. The findings were that deaf students in Ghana access education, provided for them in their classrooms and textbooks, in much the same ways as their hearing counterparts whereas they do not have the same abilities as their hearing counterparts to effectively acquire and use English language. The poor access to English language as well as the limitations in technology developed for deaf students in Ghana reflect in some learning difficulties. This stagnation stifles the educational advancements of deaf students in Ghana. It is recommended that the Special Education Division of the Ghana Education Service should look into the language policy for deaf students and give, in the interim, concessionary passes in English language to enable deaf students qualify into higher institutions of learning.

This paper reflects on the process of undertaking qualitative research with incarcerated individuals and prison staff in selected Ghana prisons. The challenges encountered during the planning, approval, and fieldwork stages, as well as measures adopted to address these challenges, have been discussed. The paper aims to serve as a guide to novel prison researchers in the sub-Saharan African context, given that the majority of studies on challenges and approaches to conducting prison research have come from jurisdictions outside the region. To this end, given the unique nature of the prison governance system in Ghana and other sub-Saharan African countries, this paper contributes to filling a knowledge gap in qualitative prison research. [ABSTRACT FROM AUTHOR]

In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto's (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.

Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls' access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women's resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded. [ABSTRACT FROM AUTHOR]

Higher education is a means by which human capital is mostly developed and awareness is created in people to think of themselves as active citizens willing and able to have influence in public life, and with the critical capacity to weigh evidence before speaking and acting. The rationale behind the paper is to address the low access to higher education in Ghana, and to emphasise the need to deal with the issue, if Ghana wants to maintain its middle-income status and be heading towards a developed country. Therefore, the paper re-examines the challenges of undergraduate education access in Ghana by intentionally selecting some educationists and engaging them in an interview. Financial challenges, infrastructural deficiency and inadequate lecturers are found to be some of the challenges. The contributions of the paper to knowledge include development of educational access conceptual framework. It is recommended that funding arrangements be pursued for students, technologically mediated distance education be effected and more research graduates be produced to augment the teaching capacity base.

The paper focuses on the steady development of the Adventist Girls Senior High School (ADGISS) Ntonso Ashanti, Ghana. It specifically discusses the teething challenges that bedeviled the School and the concerted efforts by transformational leaders, both within the Seventh-Day Adventist (SDA) church and the State to ensure the accelerated development of the School. The study further seeks to highlight the point that effective leadership and consensus-building are pivotal to the establishment, maintenance and solidification of educational institutions. The main instruments used for the study were documentary sources (primary and secondary) and oral interviews. The primary documentary sources as one of the major sources were largely composed of files from Kwabre District Education Office, Handing-Over Notes of a School Head, a School log book, Minutes of Board of Governors meetings and statistical reports. Oral interviews were also held with six people who were participants in the study and could therefore provide eye-witness accounts. The information retrieved from the above sources were analysed and discussed thematically. The major findings were that even though the School was set up in 1998 up as a co-educational institution to train the youth to be responsible in future and to support the activities of the SDA Church, it was transformed into a purely female institution after seven years of its existence, to primarily meet the exigencies of the time. The transformation of the School though fraught with challenges, proved to be a blessing in terms of academic excellence, moral development and physical fitness.

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students' academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.

This is Ghanaian case study that focuses on widening participation in national education policy-making via a social justice panel. It analyses the narratives of two former members of the Ghana Education Reform Committee and focus-groups interviews of ordinary Ghanaians. While the narratives of commission members are in favour of maintaining the status-quo, those of the focus groups express a strong interest in having opportunities to relate issues about the schooling system in Ghana. The paper suggests the social justice model as the most appropriate model to address the exclusion of ordinary Ghanaians from the education policy-making table. The conclusion makes democratic, moral and implementation arguments for the participation of that segment of the population in national education policy-making.

This paper examined ways by which nonconformity to confidentiality among accounting academics could lead to increased-recruitment-and-legal-costs to their employing universities in Ghana that offered accounting degree programmes. With a cross-sectional design, data collected from 1,225 accountants analysed via Cronbach's alpha, differences-between-proportions, and one-way ANOVA revealed that the impact of lack of confidentiality on increased-recruitment-and-legal-costs was not significant. The most outstanding ramification to the nonconformity problem among accounting academics was increase in expensive lawsuits against the universities. Universities must provide rules and regulations as well as incentives to ensure conformance to confidentiality by accounting academics.

There is increasing recognition of the importance of focusing on people with disabilities (PWDs) in international efforts aimed at poverty alleviation. While universal education has been central to these efforts, the specific and additional needs of children with disabilities are often overlooked in policies and programmes. In order to gain a nuanced appreciation of the lives of young PWDs in a Ghanaian context, this paper draws on research conducted with young PWDs and their significant others in order to understand their educational journeys, employment prospects and perceptions towards disability of those around them. In addition to collecting primary data, the latest policy documents related to disability, education and employment are reviewed and statistical analysis is undertaken based on the Housing and Population Census 2010. Our research highlights the barriers facing those with disability in accessing quality education. While education was recognised as paramount to leading a better life and participants noted benefits beyond employment such as gaining self-sufficiency and social benefits, unequal educational opportunities underpin some of the reasons for the widening of gaps between those with disabilities and their non-disabled counterparts. Furthermore, while education was perceived as important for gaining employment, this was not the case in reality, as young people faced difficulties due to both physical and attitudinal barriers limiting their opportunities for economic and social participation. The paper concludes by noting that systematic changes in the policy arena are needed to enable youth with disabilities to take their rightful place in mainstream society.

This paper synthesizes the views of 6 university lecturers on Ghana's undergraduate mathematics education. These views were expressed during a mathematics workshop sensitization program on the "contribution of undergraduate mathematics education to the Ghanaian economy." The data consisting of open-ended questions followed by semi-structured interviews were analyzed using qualitative analysis. The results of this study indicated that lecturers' teaching methods do not enable students to connect theories with practice. The topics these lecturers teach and the methods they use in the classroom seem far removed from students' everyday experiences. As a result, many students are rarely able to identify and connect their ideas with everyday realities of life. Additionally, some topics are delivered in a weird and abstract methodological mode, making it increasingly difficult for students to comprehend. The study finally concludes with suggestions that an overhaul of the curriculum is paramount with emphasis on students' comprehension for adoption by Ghanaian universities, to acquaint lecturers with modern teaching methods.

In today's world of stiff competition in the labour market, coupled with advanced technology, industries require of students to have job experience before employing them. The challenge here is that the experience being required is not taught in the lecture rooms. The reality is that, it is only gained though hands on the job, thus real world confrontation popularly called industrial attachment a platform for students arm themselves with all the skill, knowledge and demanded experience. This article examines the industrial attachment programmes of polytechnics in Ghana and pertinent issues involved. The paper tackled the problem from four thematic areas; the preparation before the training starts, the perceived challenges encountered, the benefits derived from embarking on the training and suggested strategies to be employed to enhance the programme.

Introduction: Nurses globally have strived to obtain a Doctor of Philosophy Degree (PhD) especially those in academia. Few publications have focused on lived experiences of nurses especially those reporting failed attempts. Thus, this paper presents how lessons learnt from a failed attempt of a PhD in Nursing was used to achieve an outstanding success of a second attempt. Process and strategies: Using a reflexive ethnographic approach, conclusions reached are that student's pre-entry skills, use of software, mentorship, effective management of family and work enhance the outcome of a PhD study. Other strategies were effective time management, social support, and creating learning and cognitive spaces. A disadvantaged background of a PhD student should not lead to failure. It was reinforced that PhD students require extensive reading and use of rigorous but systematic research processes. Conclusion: Adequate support is required to help PhD students in Nursing based on the individual's need to enhance a successful outcome. It is recommended that nurses should rise to the challenge of obtaining PhDs and contribute to the body of nursing knowledge.

Background: The National Malaria Elimination Programme implements the mass LLIN Distribution Campaigns in Ghana. Implementation science promotes the systematic study of social contexts, individual experiences, real-world environments, partnerships, and stakeholder consultations regarding the implementation of evidence-informed interventions. In this paper, we assess the core elements of the mass LLIN distribution campaign in a resource constrained setting to learn best implementation practices. Three core domains were assessed through the application of Galbraith's taxonomy (i.e., implementation, content, and pedagogy) for evidence-informed intervention implementation., Methods: Six districts in two regions (Eastern and Volta) in Ghana participated in this study. Fourteen Focus Group Discussions (FGDs) were conducted across these communities. Eligible participants were purposively sampled considering age, occupation, gender, and care giving for children under 5 years and household head roles. All audio-recorded FGDs were transcribed verbatim, data was assessed and coded through deductive and inductive processes. NVivo software version 13 was used for the coding process. Themes were refined, legitimized, and the most compelling extracts selected to produce the results., Results: Sixty-nine (69) caregivers of children under 5 years and sixty (60) household heads participated in the FGDs. All caregivers were females (69), whilst household heads included more males (41). Core elements identified under implementation domain of the LLIN distribution campaign in Ghana include the registration and distribution processes, preceded by engagement with traditional authorities and continuous involvement of community health volunteers during implementation. For pedagogy domain, core elements include delivery of intervention through outreaches, illustrations, demonstrations, and the use of multiple communication channels. Core elements realized within the content domain include information on effective malaria prevention, and provision of information to enhance their self-efficacy. Yet, participants noted gaps (e.g., misuse) in the desired behavioural outcome of LLIN use and a heavy campaign focus on women., Conclusion and Recommendations: Although the implementation of the mass LLIN distribution campaigns exhibit components of core elements of evidence informed interventions (implementation, content and pedagogy), it has not achieved its desired behavioural change intentions (i.e. continuous LLIN use). Future campaigns may consider use of continuous innovative pedagogical approaches at the community level and lessons learnt from this study to strengthen the implementation process of evidence-based health interventions. There is also the need for standardization of core elements to identify the number of core elements required within each domain to achieve efficacy., Ethical Approval: Ethical clearance was obtained from the Ghana Health Service Ethics Review Committee (GHS-ERC: 002/06/21) before the commencement of all data collection., (© 2024. The Author(s).)

Introduction: Despite high prevalence of anxiety among pregnant women in low- and -middle-income countries, research on context-specific conceptualisation, measurement, and predictors of pregnancy-related anxiety (PrA) is limited in these contexts. We explored local conceptualisations of factors influencing PrA in the Northern Region of Ghana., Methods: We conducted 15 focus group discussions with antenatal care seekers in the Mion District, Savelugu Municipality, and Tamale Metropolis of the Northern Region, in July and August 2021. Multistage stratified purposive sampling was used to select respondents (n = 108). The data were audio-recorded and transcribed, and then we conducted a thematic analysis of the data., Results: At the individual level, fear of anaemia; pre-existing health conditions; challenges with daily activities; and physical, emotional, and sexual abuses from spouses contributed to PrA. Health system failures resulting in unexpected out-of-pocket payments, negative health worker attitudes, diagnostic errors, constraints on birth preparation and birth process, and potential adverse birth outcomes were understood as driving PrA. Socio-cultural factors influencing PrA comprised beliefs and practices around baby naming/outdooring ceremonies, fear of spiritual attacks, social construction of gender roles, and contextual factors such as transportation challenges., Conclusion: Pregnant women in the region understood, experienced, and could identify perceived predictors of PrA. To address PrA, we recommend that mental health services should be integrated into the basic package of antenatal care and rural health services should be improved. Perceived predictors of PrA identified here could be included in the design of a context-specific PrA measure for use in the region., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

This article examines the developments and challenges of higher education in developing countries. Using a thorough qualitative interview of deans, directors and heads of Department of the University of Ghana, this paper draws on their analysis to discover unexplored issues that affect the universities in developing countries. The study identifies weakness in institutional policies and infrastructure deficiency of higher education in Ghana as key challenging factors. Findings also show congestion of students in academic facilities of learning, teaching overloads and lack of research facilities as key factors hampering academic development in higher education. Therefore, the work advocates for the development of policies that take into account the institutional realities in the field of higher education. Governmental policies aimed at enhancing higher education in developing economies must first improve the existing institutional set up for their chance of success.

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments' higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.

Engaging non-conventional gatekeepers such as the police presents both promises and perils. Although studies have relied on police data for researching suicide and other sensitive topics in Africa, there is a paucity of literature that explores or reflects on police gatekeeping and its research implications. This paper presents authors' reflections on police gatekeeping in a qualitative suicide study in Accra, Ghana. The main observation is that the process was double-edged. On the one hand, it led to field delays and costs, (mis)apprehensions and positionality problems, and trust building challenges. On the other hand, it vouched for research(er) credibility, provided therapeutic openings, and facilitated the viability of research with the suicide bereaved. Sensitivity to research context, sensitising the police, and reinforcing 'therapeutic-research discourse' with participants, are recommended means for aligning participants' goals to research goals and for achieving therapeutic disclosures.

Some higher education institutions create online communities to achieve engagement between teachers and learners. Unfortunately, some members seem to prefer sharing feedback via offline means instead of doing so in the online community. From qualitative data collected via flashcards, this article has found that this preference is largely due to their need for anonymity, and convenience that such offline means afford, but is largely absent in most online communities for education, e.g. Google Classroom. In addition, others preferred the offline means because they did not require an online connection--a resource whose absence could be a constraint in a resource-poor area such as the setting of this paper. The findings are discussed in terms of the implications for research and practice, and recommendations proffered.

This study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana.

Background: Ready acceptance of experiences of new diagnoses among HIV-positive persons is a known personal and public health safety-net. Its beneficial effects include prompt commencement and sustenance of HIV-positive treatment and care, better management of transmission risk, and disclosure of the HIV-positive status to significant others. Yet, no known study has explored this topic in Ghana; despite Ghana's generalised HIV/AIDS infection rate. Existing studies have illuminated the effects of such reactions on affected significant others; not the infected.Methods: This paper studied qualitatively the experiences of new diagnoses among 26 persons living with HIV/AIDS. Sample selection was random, from two hospitals in a district in Ghana heavily affected by HIV/AIDS. The paper applied the Hopelessness Theory of Depression.Results: As expected, the vast majority of respondents experienced the new diagnoses of their HIV-positive infection with a myriad of negative psychosocial reactions, including thoughts of committing suicide. Yet, few of them received the news with resignation. For the vast majority of respondents, having comorbidities from AIDS prior to the diagnosis primarily shaped their initial reactions to their diagnosis. The respondents' transitioning to self-acceptance of their HIV-positive status was mostly facilitated by receiving counselling from healthcare workers.Conclusions: Although the new HIV-positive diagnosis was immobilising to most respondents, the trauma faded, paving the way for beneficial public health actions. The results imply the critical need for continuous education on HIV/AIDS by public health advocates, using mass media, particularly, TV. Healthcare workers in VCTs should empathise with persons who experience new diagnoses of their HIV-positive status. [ABSTRACT FROM AUTHOR]

Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume. [ABSTRACT FROM AUTHOR]

There is a global call for religious cooperation and tolerance, and it is a nonnegotiable necessity for Ghana, through a collective responsibility. This study thus investigated the perspectives of Ghanaians on the religious situation in Ghana. It looked at whether or not Ghana is a “one religion” State, by exploring the existence of several religions in Ghana. The global advocacy for religious cooperation motivated this study to explore some challenges hindering religious cooperation in Ghana, and ways for improvement. Using a mixed methodology of quantitative and qualitative designs, the study sampled 225 individuals ethically from the Faculty of Social Sciences in KNUST, Kumasi, Ghana. Primary data was obtained through questionnaires and interviews. The findings revealed that Christianity, Islam and African Traditional Religion are the three main religions amongst others in Ghana. A majority of 179 respondents indicated that Ghana has plural religions and is not a “one religion” State, hence, a non-negotiable advocacy for religious cooperation. The majority of these advocates are youth within the age brackets of 15-25 years, followed by adults within 36-45 years. Despite challenges hindering religious cooperation in Ghana such as religious, social, cultural and political barriers, the practice of respect, tolerance and value toward one another and interfaith relations, could guarantee some improvement. Therefore, whether Christians, Muslims, Traditionalists or the Other, one has to be and behave religiously inclusive, tolerant, and humble toward the other. Whether in speech or actions, one should give a listening ear to the other. This paper is relevant for peace and interfaith studies. [ABSTRACT FROM AUTHOR]

This paper reports on a study which sought to investigate how social and political influences affect students' preference for language of instruction in mathematics in Ghana, where the language of instruction from grade 4 onwards in school is not the students' main language. 4 focus group interviews were carried out with 16 primary school students, randomly selected from 4 primary schools, comprising a mix of average, above average and below average achieving schools in the Cape Coast metropolis of Ghana. Qualitative analysis of the results brought to light evidence of social and political influences on students' preference for English as the language of instruction in mathematics.

This paper examines the leadership preparedness of institutional-level practice with focus on basic schools in Ghana. The analysis of documents on teacher training curriculum and, one-on-one and focus group interviews with teachers and school leaders revealed that in all the 38 teacher training institutions in Ghana where teachers are prepared for the nation's basic education system, school leadership is not taught as a full course. Thus, teachers are ill-equipped for leadership positions in basic schools. In addition, the educational system in Ghana does not have a uniform or well-defined criterion for appointing basic school leaders and this creates power struggle and animosity among teachers. The proliferation of private schools and the expansion of public schools from pre-school to the tertiary level are the order of the day in Ghana. Unfortunately, leaders for these institutions are not considered. Nonetheless, it is a truism that many reforms or programmes in education fail for lack of efficient and effective leadership. The study confirmed the inadequate attention that policy-makers and teacher training institutions in Ghana give to basic school leadership. The bottom line is that basic school leaders in Ghana need to be equipped with knowledge and skills in management and leadership to enable schools improve in performance.

There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the "family planning" sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students' eagerness to learn, and the feeling that the SRH programme really benefited students' lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana.

Women's empowerment is often an important goal of development interventions. This paper explores local perceptions of empowerment in the Upper East Region of Ghana and the pathways through which small-scale irrigation intervention targeted to men and women farmers contributes to women's empowerment. Using qualitative data collected with 144 farmers and traders through 28 individual interviews and 16 focus group discussions, this paper innovates a framework to integrate the linkages between small-scale irrigation and three dimensions of women's empowerment: resources, agency, and achievements. The relationship between the components of empowerment and small-scale irrigation are placed within a larger context of social change underlying these relationships. This shows that many women face serious constraints to participating in and benefitting from small-scale irrigation, including difficulties accessing land and water and gender norms that limit women's ability to control farm assets. Despite these constraints, many women do benefit from participating in irrigated farming activities leading to an increase in their agency and well-being achievements. For some women, these benefits are indirect—these women allocate their time to more preferred activities when the household gains access to modern irrigation technology. The result is a new approach to understanding women's empowerment in relation to irrigation technology. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine elderly smallholder farmers' perceptions of and adaptation to climate variability and change in the Offinso Municipality, Ghana. Design/methodology/approach: This paper used quantitative and qualitative methods. Quantitative data were analyzed with frequencies and chi-square tests, whereas qualitative data were thematically analyzed. Findings: The results showed that elderly smallholder farmers' knowledge of climate variability and climate change were based on their sex, level of formal education and experience in farming. Elderly smallholder farmers adopted both on-farm and off-farm strategies to cope with climate change and variability. The vulnerability of elderly smallholder farmers to climate change calls for social protection mechanisms such as a pension scheme that guarantees access to monthly cash transfers. Such a scheme will ease constraints to livelihood and ensure improved well-being. Originality/value: Elderly smallholder farmers have remained invisible in discourses on perceptions and adaptation to climate change despite the surge in number of this category of farmers. This paper therefore represents an attempt to highlight the experiences of elderly smallholder farmers with climate variability and change. [ABSTRACT FROM AUTHOR]

On 11 March 2020, the World Health Organisation declared COVID‐19 a global pandemic. Subsequently, governments worldwide implemented strict regimes of lockdowns and school closures to contain the transmission of the virus. Ghana's government on 15 March 2020 also announced a lockdown and closure of schools, lasting up till January 2021. Against this backdrop, the paper examined the implications of school closures on child labour in Ghana. Qualitative data for the study were collected between October 2020 to February 2021 in a small rural community in northern Ghana. Findings from 16 semi‐structured interviews with schoolchildren aged 8–13 years show how school closures have meant that children from contexts of poverty: (a) are driven into child labour as they are either forced to accompany their parents to work on farms or sell foodstuff by the roadside; and thus, ultimately (b) engage in no learning during the lockdown period. [ABSTRACT FROM AUTHOR]

This study employs the therapeutic landscape theory to explore how online religious services during lockdown restrictions shape experiences of well-being and intergenerational learning. We used qualitative data from in depth interviews and focus groups with older adults and pastors in five churches in Ghana to explore how online religious places are conceptualized as therapeutic landscapes for sustaining wellbeing goals amidst a global pandemic. We identified multiple pathways of meaning through which online religious services shape the lives of people in a faith community to sustain the experience of well-being in a difficult time. In addition, this paper reflects on the broader implications of COVID-19 in shaping a paradigm shift in digital religion and intergenerational learning experiences through a changing religious landscape precipitated by lockdown restrictions that have drastically altered traditional religious places. [ABSTRACT FROM AUTHOR]

Migrants face several unmet health needs due to the inability of the healthcare system to address their healthcare challenges. As a result, they adopt coping strategies to overcome their healthcare needs. Consequences can include infrequent but severe adverse reactions, dangerous drug interactions, incorrect dosage etc. Little is known in Ghana about the role played by cultural and linguistic barriers in shaping migrants' access to formal healthcare and the coping mechanisms adopted by these migrants to overcome their healthcare challenges. Surprisingly, most of the studies that have been conducted have focused on financial barriers to care accessibility. This presents a loss opportunity for any health programme aimed at addressing this inequity. Thus, the purpose of this paper is to fill this gap by exploring the challenges of healthcare accessibility and coping strategies adopted by migrants to overcome their healthcare needs in the informal urban settlement of Madina, in the Greater Accra Region. The author employed a narrative type of qualitative research design. A purposive and then snowball sampling technique were used to select 20 participants to participate in the study after saturation was reached. Twelve in‐depth interviews (IDIs) and six key informants' interviews (KIIs), as well as two focus group discussions (FGDs), were conducted. The study is consistent with the ecological model, which posits that health is determined by influences at multiple levels. The author found linguistic, cultural, stigmatisation and financial challenges as the main barriers to healthcare accessibility among the migrants. As a result, self‐medication and the use of lay health personnel for addressing healthcare needs were more pronounced. The study also found other means of survival that posed a health risk to the migrants. Based on this, it was recommended that healthcare systems take into account the healthcare needs of migrants who are people with culturally and linguistically diverse backgrounds. [ABSTRACT FROM AUTHOR]

This paper provides insights from experiences in data gathering and recruitment from two research projects on disability/mental health in Ghana. The focus of the study explores stigma amongst individuals diagnosed with mental illness and their caregivers. The study investigates the positioning of the researcher in a superior light by participants which often wrests power from those who should be considered the true experts of their own circumstances. Inequality in the interview process thus carried the risk of impacting the quality of the data, as some participants did not consider themselves as 'experts' of their condition. The paper explores strategies for addressing these challenges of hierarchy and inequality in the research process in the Global South. Based on the study, we report on our experiences as follows: (1) ensuring that participants are empowered to engage with researchers; and (2) training local researchers to engage in culturally sensitive research processes. [ABSTRACT FROM AUTHOR]

Background: Aphasia, a common consequence of stroke, which affects both communication and social functioning, and in turn, quality of life, is on the rise due to increases in stroke prevalence and survival rate. The rehabilitation of post‐stroke aphasia primarily falls within the purview of speech‐language pathology and research supports the effectiveness of such services. However, provision of aphasia rehabilitation services in sub‐Saharan Africa is associated with challenges. Aims: This study aimed to examine rehabilitation services for individuals with post‐stroke aphasia in Ghana by exploring the roles of the stakeholder groups involved in the assessment and treatment of post‐stroke aphasia in Ghana, as well as the challenges they encounter in providing or identifying services. The stakeholder groups included educational institutions, interdisciplinary healthcare professionals, and family caregivers of individuals with post‐stroke aphasia. Methods & Procedures: A qualitative case study approach was used to collect and integrate from multiple sources data such as demographic information, interview responses and program syllabi to develop a holistic image. Fifteen respondents from the stroke and speech therapy units at Komfo Anokye and Korle‐Bu Teaching Hospitals, University of Ghana, and University of Health and Allied Sciences, Ghana were purposively sampled. Interview questions were developed and centred on aphasia education and training, knowledge of speech‐language pathology services, speech‐language pathology service delivery, access to speech‐language pathology services, challenges in both delivery and access to speech‐language pathology services and suggestions for improving speech‐language pathology services. In‐person and virtual interviews were conducted after demographic information was collected. Interviews were analysed thematically, and demographic information and program syllabi were triangulated with the interview data collected. Outcomes & Results: All stakeholder groups identified concerns with current aphasia services in Ghana. Issues raised included the insufficient number of speech‐language pathologists, lack of awareness of speech‐language pathology services for post‐stroke aphasia (among healthcare professionals and the public), absence of aphasia management information and clinical training in educational programming, lack of interest in speech‐language pathology training programs, financial challenges, spiritual and traditional beliefs and geographic barriers (i.e., speech‐language pathology services are currently available in only a few cities). Conclusions & Implications: These findings emphasised the need to improve post‐stroke aphasia rehabilitation in Ghana. The process of data collection itself educated respondents on the importance of post‐stroke aphasia rehabilitation, and by identifying barriers, strategies to improving services, such as designing standardised aphasia assessments for the Ghanaian context, can now be initiated. WHAT THIS PAPER ADDS: What is already known on the subject: To address post‐stroke aphasia, evidence‐based speech‐language pathology services are provided. However, there is a paucity of studies on post‐stroke aphasia services in Ghana, preventing an accurate report of services and practices in the country. What this study adds: This study provides an overview of the existing rehabilitation services for post‐stroke aphasia in Ghana. It highlights challenges facing the existing services and suggested strategies to improve post‐stroke aphasia services. What are the clinical implications of this work?: The study created awareness among healthcare professionals and general public (study participants) about the importance of rehabilitation services for post‐stroke aphasia. Based on the study findings, appropriate stakeholders such as policy makers, researchers, and healthcare professionals can further design assessments and interventions to improve rehabilitation, including speech‐language pathology services, for post‐stroke aphasia in Ghana. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study explores the perspective of key informants (educators, preceptors and former students) of the Kintampo Project, on the perceived effectiveness, gains and challenges in delivering this large-scale training innovation in Ghana. The problem of mental health care neglect in Ghana is gradually improving. The Kintampo Project which trained mental health workers in Ghana has played a critical role in increasing access to mental health care. Design/methodology/approach: This qualitative study explored participants' perspectives on the Kintampo Project in three broad areas: perceived effectiveness, gains and challenges. In all, 17 interviews were conducted with former students, preceptors and educators from the project. The interviews were digitally audio-recorded, transcribed, coded and analysed using deductive and thematic methods. Findings: The participants perceived the project to have been successful in increasing the number of mental health workers in Ghana. The project provided a route for career progression for those involved. However, the Kintampo Project faced accreditation issues, low recognition, improper integration and remuneration of trained staff in the Ghana Health Service. This study points to the fact that the sustainability of mental health training in Ghana can be obstructed, because of this career path being less attractive. Further research is needed to explore how best to achieve sustainability of similar mental health innovations. Originality/value: This paper shares the views of participants in the Kintampo Project. [ABSTRACT FROM AUTHOR]

Background: In psychiatric care, doctors depend on information from interactions with patients to arrive at the right diagnosis and appropriate therapy (Brisset C, Leanza Y, Rosenberg E, Vissandjée B, Kirmayer LJ, Muckle G, et al. language barriers in mental health care: a survey of primary care practitioners. J Immigr Minor Health. 2014;16(6):1238–46). This is a qualitative descriptive study which seeks to investigate language barriers faced by psychiatrists in their interactions with patients and the effectiveness of the strategies which are employed to deal with the barriers. Methods: Research questions are informed by Convergence (Giles H. Communication Accommodation Theory. In: Baxter LA, Braithewaite DO, editors. Engaging theories in interpersonal communication: multiple perspectives. Thousand Oaks (CA): Sage Publications; 2008. p. 161–73). Using semi-structured interviews, psychiatric doctors from the three state-owned psychiatric hospitals in Ghana report their experiences with convergence strategies they use, and offer suggestions that could inform future studies and policy formulation with regard to psychiatric care in Ghana. A qualitative conventional content analysis was applied whereby coding categories were derived straight from the text data. Results: The literature suggests that the study is novel with reference to Ghana. Similar studies (Lee E. Cross-cultural communication: therapeutic use of interpreters in mental health for professionals and clinicians. In: Lee E, editor. Working with Asian Americans: a guide for clinicians. New York (NY): The Guilford Press; 1997; Swartz L, Drennan G. Beyond Words: notes on the 'irrelevance' of language to mental health services in South Africa. Transcult Psychiatry. 2000;37(2):185–201; Jarvis GE, Ahmed R, Ryder A, Kirmayer LJ. Assessing language barriers to mental health services in a multiethnic population: preliminary findings. Presentation at Health care Access for Linguistic Minorities: Breaking the Barriers. Montreal, Quebec, Canada; 2014) corroborate this paper's findings that language barriers have the potential of causing misdiagnoses if psychiatrists do not employ effective communication strategies. Conclusions: The paper recommends areas for further research and improvement measures which carry policy implications. [ABSTRACT FROM AUTHOR]

Many children continue to be sexually abused worldwide. In Ghana, relatively high figures of child sexual abuse (CSA) are reported by the police daily. Although there are laws that seek to protect children from sexual abuse, in reality, there is a wide gulf between legislation and practice. This paper explores why this is so by examining the measures adopted in sanctioning perpetrators of CSA in the Ga community in Ghana. The study uses a qualitative approach to collect data from parents and guardians through in‐depth interviews. The study revealed that, generally, traditional rather than legal sanctions are adopted in handling CSA cases. This paper thus interrogates the consequences of the obvious contraventions of the law as traditional interventions are resorted to. We posit that CSA can be minimised only when child protection laws are enforced by the police and victims are reoriented to appreciate the benefits of seeking legal redress. Key Practitioner Messages: Conscious efforts must be made to destigmatise child sexual abuse.Sensitisation programmes should be organised periodically by stakeholders to educate community members on child sexual abuse.The police in partnership with the media must also lead the campaign to educate the populace that choosing traditional options of redress and non‐disclosure of incestuous acts against children is a clear violation of the law and the rights of the child. [ABSTRACT FROM AUTHOR]

AbstractUnsafe abortions contribute significantly to maternal mortality and morbidity in Ghana. To reduce this, in 1982 abortion laws in Ghana underwent reform to broaden the conditions under which abortion is accessed. Although, evidence in other contexts highlights the contribution of violence to women’s experience of unwanted pregnancy and abortion, such evidence is limited within the Ghanaian abortion literature. This study aims to fill that gap. Informed by phenomenology, interviews were conducted with 10 women who had experienced various forms of violence leading to unwanted pregnancy and unsafe abortions. Participants were recruited between June 2017 and March 2018 in the Ashanti region of Ghana where they sought hospital care for unsafe abortion related complications. Participants mentioned intimate partners as the main perpetrators of violence. Financial challenges were also identified as important in increasing women’s vulnerability to violence. Verbal abuse from health workers contributed to denying women access to safe abortion. This paper advances dialogue about the ways in which women’s experience of violence from intimate/non-intimate partners and healthcare workers impacts their overall abortion experience. It advocates the empowerment of women to enable them to leave violent relationships, and the retraining of health workers to enable them to adopt respectful and empathetic care practices. [ABSTRACT FROM AUTHOR]

People with disabilities have an inviolable right to equitable access and participation in tertiary education and support systems are known to be indispensable in making this right a reality. This article presents the voices of students with disabilities regarding aspects that influence their successful access and participation in tertiary education in Ghana. A qualitative approach was adopted for the study with data collected through interviews with 12 students with disabilities in three public universities. From the perspective of these students, successful inclusion of people with disabilities in tertiary education in Ghana is influenced by enrolment practices, the built environment, teaching and learning approaches, and assessment provisions. The context influenced provisions and support provided. Attitudes of the university community and lack of knowledge of inclusive practices such as Universal Design play a role in students' access and participation. Comprehensive awareness-raising on disability and inclusive practices is recommended to address this issue. This paper explores inclusion practices in three Ghanaian public universities focussing on the combined voices of students with disabilities. The context of the three universities influences the provisions and support available for people with disabilities. The students with disabilities involved in the study reported that access to the university environment and support for academic engagement impact their university experience. The attitude of the university community is a factor in ensuring access, participation and success of people with disabilities in higher education. Creating awareness of disability issues within the university community is pivotal in building and sustaining inclusive culture. The application of universal design principles is essential to improving access and participation of people with disabilities in higher education institutions. [ABSTRACT FROM AUTHOR]

Aims: To explore the experiences of health professionals and families concerning supporting low‐birth weight (LBW) infants along the continuum of care (CoC) in Ghana with the goal to unveil new strategies to improve the quality of neonatal care. Design: A constructivist grounded theory. Method: Simultaneous data collection and analysis among health professionals alongside families with LBW infants from September 2020 to April 2021. The study used constructivist grounded theory strategies for data collection and analysis. Results: The analysis of 25 interviews resulted in a theoretical model describing 10 themes along the CoC for LBW infants, categorized into health and family systems drivers. In this paper, we focus on the latter. Early bonding and family involvement were empowering. Mothers needed assistance in balancing hope and confidence which enabled them to render special care to their LBW infants. Providing mothers with financial and domestic support as well as creating awareness on newborn health in communities were important. Conclusion: To achieve family involvement, a coordinated CoC must entail key players and be culturally inclusive. It must be applied at all levels in the CoC process in a non‐linear faction. This can help LBW infants to thrive and to reach their full developmental potential. Impact The theoretical model developed shows the importance of family involvement through family systems care for a comprehensive response in addressing needs of health professionals and families with LBW infants and bridging the fragmentations in the neonatal CoC in Ghana. Context‐tailored research on family systems care in the neonatal period is necessary to achieve a quality CoC for LBW infants and their families. Patient or Public Contribution: Caregivers and providers participated by granting in‐depth interviews. Care providers further contributed through their feedback on preliminary findings. [ABSTRACT FROM AUTHOR]

Following the introduction of the concept of agency by the New Sociology of Childhood, the concept has dominated discourses about children's everyday lives. Nevertheless, little is known about schoolchildren's agency in their daily interactions with the service providers of Ghana's school feeding programme. Through this qualitative study, the paper provides empirical evidence to show how children in restrictive contexts exercise 'thin' agency in their interactions with frontline service providers, leading to significant improvements in the quality of services delivered to them. Consequently, the article questions Michael Lipsky's assumption that clients have minimal effect on the services delivered to them. [ABSTRACT FROM AUTHOR]

Purpose: To explore how inclusive banking services are marketed to financially vulnerable consumers (FVCs) in Ghana from the perspective of managers. This study aims to explore this under-researched area and contribute towards a transformative service research in the country. Design/methodology/approach: This study adopted a multiple case study research approach to analyse six banks, including commercial, development, investment and rural and community banks. Specifically, semi-structured interviews and archival documents were used to collect data from the perspectives of bank managers. Findings: The empirical research based on practical and theoretical models shows that Ghanaian banks design an array of financial products and services (FPS), adopt innovative traditional marketing strategies and apply inclusive technologies to reach out to the FVCs. Research limitations/implications: The authors conducted this study on six banks in Ghana; thus, service researchers are cautioned when generalising the findings and conclusions in other contexts beyond the country of focus. Practical implications: This study offers practical ideas to guide marketers to better understand how banks market their inclusive banking services to FVCs. Social implications: This paper provides implications for addressing financial inclusion amongst the "unbanked", "underserved" and "unserved" collectively known as the FVCs and how Ghanaian banks design FPS to improve service research and well-being outcomes. Originality/value: This study provides vital information to policymakers in designing FPS aimed at achieving an inclusive financial system to improve the well-being of FVCs in Ghana. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the indigenisation discourse by illustrating how dominant discourses and cultural practices explain and perpetuate social problems. We argue that focussing on the fundamental issue of a cultural conceptualisation of social problems will contribute positively to the development of the indigenous social work practice framework. As social work education forms an important foundation for how future social work practices will be performed, we interviewed 15 social work practicum students in Ghana about the cultural underpinnings of social problems. Themes developed from the interview data suggest that culture plays a key role in conceptualising social problems in Ghana. Although not often, culture tends to underpin and perpetuate social problems, such as streetism, child marriage and child neglect. Social work practice within the indigenous framework should aim at addressing the negative impacts of the cultural undertones of social problems. Social work practitioners should increase advocacy and knowledge sharing on the cultural explanations of social problems and collaborate with community leaders to change cultural values and norms that have negative ripple effects on children, young people and women. [ABSTRACT FROM AUTHOR]

INTRODUCTION This paper investigates factors, including fears of cybercrime, that may affect researchers' willingness to share research in institutional repositories in Ghana. METHODS Qualitative research was conducted to understand more about the experiences of Ghanaian researchers when sharing research in institutional repositories. Interviews were conducted with 25 participants, documents related to policy and infrastructure in Ghana were examined, and observations were held in meetings of information technology committees. FINDINGS The findings indicate that researchers are specifically concerned about three areas when sharing research online: fraud, plagiarism, and identity theft. DISCUSSION This paper adds to research that examines barriers toward using institutional repositories, and highlights the lack of basic preventative strategies in Ghana--such as training, security, and infrastructure--that are commonplace in developed countries. CONCLUSION This study draws on findings from Bossaller and Atiso (2015) that identified fears of cybercrime as one of the major barriers to sharing research online for Ghanaian researchers. While several other studies have found that fear of identity theft or plagiarism are barriers toward sharing work in the institutional repository, this is the first study that looks specifically at the experiences researchers have had with cybercrime to understand this barrier more fully. [ABSTRACT FROM AUTHOR]

Despite the importance of community participation in local governance, the inputs of community members on issues of local governance seem little in district assemblies in the Upper West Region of Ghana. Social accountability is not a privilege for civil society organisations and citizens, but it is their right as tax-payers and citizens to actively participate in development decisions that affect them. This paper argues that such rights can be better actualised through innovative social interventions of civil society organisations (CSOs) and stakeholders in local governance. The study assumes that until district assemblies and development partners collaboratively work with communities to create a sense of inclusiveness in local governance, the implementation of development projects would hardly be beneficial. It employed a qualitative research approach. Data was sourced from in-depth interview of implementers of a novel social intervention project and review of write-ups of journalists on development issues in the Upper West Region. Content analysis was employed to analyse thirteen sampled articles of journalists to identify issues of social accountability. Through analysis of an innovative social intervention project of Action for Sustainable Development collaboratively carried out with the media in the Upper West Region, the paper gives some insights on emerging issues about CSOs' innovative social intervention in local governance in the Upper West Region of Ghana. [ABSTRACT FROM AUTHOR]

Although healthy life expectancy is projected to be increasing among older people in Ghana, a high proportion and number of older people will live with functional disability, warranting their need for long‐term care. We explored the expressions used by older people to describe their needs and preference of care and support. Using the descriptive qualitative approach, 14 older people were engaged via semi‐structured interviews, and the data were analysed thematically. The study found that older people desired a decent accommodation, preferential healthcare, adequate nutrition, and an opportunity to interact with their peers at social functions. A provision of sufficient financial assistance, adequate healthcare, the periodic organisation of social and group events for older people, and the availability of home care and support could help older people address these needs. The paper reveals the need for interventional research on how a model incorporating social, health and environmental factors even during a pandemic can address older people's varying needs. [ABSTRACT FROM AUTHOR]