http://41.74.91.244:8080/handle/123456789/53 2026-04-06T18:36:04Z http://41.74.91.244:8080/handle/123456789/342 Fostering Trust, Transparency, Satisfaction and Participation Amidst COVID-19 corruption: Does the Civil Society Matter? � Evidence from Ghana Arkorful V.E.; Abdul-Rahaman N.; Ibrahim H.S.; Arkorful V.A. The COVID-19 pandemic outbreak has erupted corruption challenges across polities including Ghana. This situation has spurred anecdotal narratives underscoring a decline in citizens� trust, transparency perceptions, satisfaction and participation in pandemic activism, and thus catapulted civil society discourses into prominence. Therefore, we investigate civil society imperativeness to trust, transparency, satisfaction and participation, whilst mitigating corruption. Results (n = 375) of structural equation modeling revealed the negative impact of corruption on trust, satisfaction and transparency. Whereas, trust and transparency were revealed to be significant to satisfaction and participation, the civil society�s efficacy was confirmed. Based on these, research and policy implications are proffered. � 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature. Arkorful, V.E., Department of Government and International Studies, Hong Baptist University, Kowloon Tong, Kowloon, Hong Kong; Abdul-Rahaman, N., Doctoral School of Education, The National Research University, Higher School of Economics, Moscow, Russian Federation; Ibrahim, H.S., Faculty of Education Studies, University of Education, Winneba, Ghana; Arkorful, V.A., Department of Geography and Rural Development, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana 2021-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/341 Will cultural teaching methods influence student understanding of politics and bureaucracy in the public administration curriculum of African countries within the COVID-19? Awaah F.; Okebukola P.; Shabani J.; Raheem K.; Ahove M.; Onowugbeda F.; Agbanimu D. [No abstract available] Awaah, F., Business Adminstration, University of Professional Studies, Accra, Ghana; Okebukola, P., Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria; Shabani, J., Doctoral School, University of Burgundy, Bujumbura, Burundi; Raheem, K., Department of Education, University of Education Winneba, Winneba, Ghana; Ahove, M., Lagos State University, Ojo, Nigeria; Onowugbeda, F., Lagos State University, Ojo, Nigeria; Agbanimu, D., Lagos State University, Ojo, Nigeria 2021-01-01T00:00:00Z