http://41.74.91.244:8080/handle/123456789/653 Sun, 05 Apr 2026 18:23:23 GMT 2026-04-05T18:23:23Z http://41.74.91.244:8080/handle/123456789/5169 Nation branding through diaspora marketing on social media analysing Ghana’s beyond the return initiative Osei-Mensah, B. This study investigates how diaspora-focused marketing strategies and narratives shape Africa’s nation branding efforts, with particular emphasis on social media content and initiatives such as Ghana’s Beyond the Return. It explores the types and formats of content promoted, the strategic narratives guiding diaspora marketing, and audience perspectives of the nation brand. Employing a qualitative case study design, the research draws on online observation of Beyond the Return’s Instagram posts, key expert interviews, qualitative survey responses, and secondary document analysis. Guided by the social media communication mix, Anholt’s Nation Brand Hexagon, and diaspora engagement ideas, the study proposes a conceptual framework linking diaspora marketing to nation branding. Findings indicate that although the initiative has increased visibility, cultural pride, and diasporic curiosity, its overall impact is limited by event-oriented planning. Six dominant diaspora marketing strategies emerged: reinforcement of cultural heritage and identity, promotion of diaspora investment and philanthropy, use of celebrity and influencer endorsement, government and institutional support, symbolic merchandising, and experiential events. These strategies blend heritage with global aesthetics to construct a functional and emotionally resonant Ghana nation brand narrative. The study concludes that African stakeholders must move beyond symbolic, seasonal diaspora marketing towards long-term, inclusive frameworks that encourage cultural immersion, structural reform, and diaspora coownership. Such an approach would position the diaspora as active partners in cultural preservation, socio-economic development, and global African solidarity. This research contributes to discussions on how nations can reimagine identity, belonging, and branding in transnational contexts and recommends adopting a co-creative diaspora marketing framework that promotes year-round engagement, institutional collaboration, and inclusive nation brand narratives. A thesis in the Department of Strategic Communication, School of Communication and Media Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Communication and Media Studies) in the University of Education, Winneba. JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5169 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5033 Discours litteraire et problematique du developpement dans les bouts De Bois de dieu, le mandat et xala de Sembène Ousmane Odonkor, F.A This thesis entitled Literary discourse and the problem of development in God’s Bits of Wood, The Money Order and Xala by Sembène Ousmane is an attempt to reconcile literary creation as work of fiction with its social function. The study sought to affirm the hypothesis that literary creation for Sembène Ousmane is not a mere “art for art” sake. His writings envision social change and development. Marxist, sociological as well as determinists theories were used as basis for analysis and interpretation of events, characterisation, and the general discourse in the corpus. Textual and thematic analysis were used to analyse the language of the texts for the study. The study revealed that Sembène Ousmane was influenced largely in his writings by Marxist ideology as confirmed from his biography. It also proceeded to establish the author’s belief in the utility of art forms, and this influenced his choice of words and characterisation as exemplified in the three novels. The study further highlighted the vision of Sembène Ousmane with regards to creating a just and better society not only for the present generation but equally for generations unborn. This includes education, female empowerment, democracy, cultural renaissance, economic emancipation among others. In view of this, the study concluded that literary work can be a catalyst for fostering socioeconomic progress A Thesis in the Department of French Education, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the Doctor of Philosophy (French) in the University of Education, Winneba May, 2024 Wed, 01 May 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5033 2024-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4397 Washback effect of BECE and WASSCE English language tests on teaching and learning of English language in Ghana Owusu, S. The term, washback or backwash is used in Applied Linguistics to refer to the influence high-stakes tests have on teaching and learning of second/foreign language. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers respectively. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. The main objective of this study is to evaluate the impact of BECE and WASSCE English language tests on teaching and learning of English language in junior and senior high schools in Ghana. Questionnaires, interviews, classroom observation, and document analysis were conducted with 374 students (from 3 junior high schools and 5 senior high schools) and 24 English language teachers (from 4 junior high schools and 8 senior high schools). Qualitative and quantitative analysis of data revealed that although both the BECE and the WASSCE had negative washback effect on students, the BECE tended to exert a greater negative washback effect on the students than the WASSCE, and that this negative washback adversely affected students’ communicative competence in speaking. This means that the BECE/WASSCE English language test did not allow the students to concentrate on activities that would help them to speak the language fluently in real life situations. Thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfilment of the requirements for award of the Doctor of Philosophy (Applied Linguistics) degree Mon, 01 May 2017 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4397 2017-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/3711 Probleme de coherence et de cohesion dans la production ecrite des textes narratifs des etudiants du fle a university of education, winneba Afari, E. K Cette thèse cherche à étudier les difficultés liées à la cohérence et à la cohésion dans les productions écrites des textes narratifs des étudiants du FLE au Département de français à University of Education, Winneba, où le français est enseigné comme langue étrangère. Parmi les matières enseignées dans le Département, la production écrite ou l’expression écrite occupe une place importante. Cependant, elle pose des difficultés majeures aux étudiants dans l’organisation et la structuration de leurs textes. Il est à noter que la cohérence et la cohésion sont deux phénomènes qui s’opèrent dans l’organisation du texte ou du discours. Elles se manifestent à l’oral comme à l’écrit sur le plan linguistique, syntaxique, sémantique ou pragmatique. L’objectif de cette thèse est d’analyser les défauts interphrastiques et intraphrastiques dans les productions écrites des étudiants et de proposer des solutions pour surmonter ces difficultés. L’étude part de l’hypothèse que les étudiants de la deuxième année du Département de français commettent différents types d’erreurs de cohérence et de cohésion dans leurs textes narratifs. Une pré-enquête effectuée sur les copies de rédaction de ces étudiants a confirmé l’existence de ces difficultés. Un échantillonnage systématique a été adopté pour sélectionner les copies des étudiants. La méthode d’analyse adoptée est basée sur une analyse mixte, c’est-à-dire une analyse qualitative et quantitative des données du corpus. La technique d’analyse descriptive a été utilisée pour expliquer les erreurs des étudiants. S’appuyant sur certains concepts des théoriciens de la grammaire du texte ou la linguistique textuelle et de l’analyse du texte ou du discours tels que Jeandillou (2010), Adam (1990), Riegel et al. (2010) et Halliday (1976), et puis des travaux antérieurs de certains chercheurs, l’étude a analysé un corpus composé de 40 copies échantillonnées de 120 copies de productions écrites des étudiants. Des résultats issus de l’analyse ont montré que les difficultés de cohérence et de cohésion existent sur les copies des étudiants et que les défauts intraphrastiques dépassent les défauts interphrastiques. Les résultats ont aussi montré la relation entre les catégories de défauts de cohérence et de cohésion, et leurs effets sur les productions écrites des étudiants. De plus, les résultats ont montré que les difficultés des étudiants proviennent surtout du manque de connaissances suffisantes des règles d’organisation et de structuration du texte, de la nature complexe de la langue française, du transfert linguistique de l’anglais au français, et de la méthode adoptée pour enseigner l’expression écrite. L’étude a trouvé que les défauts de cohésion ont des effets négatifs sur la cohérence du texte ou du discours. Des suggestions et des recommandations fondées sur les résultats de la recherche ont été présentées. L’enseignement/apprentissage des notions de cohérence et de cohésion en expression écrite doit être basé sur des approches pratiques et actionnelles et des activités d’auto-correction. L’étude a aussi démontré le rôle important que joue l’anaphore dans la gestion du texte, c’est-à-dire au niveau de la continuité et de la progression thématique. A Thesis in the Department of French Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (French Language) in the University of Education, Winneba MAY, 2019 Tue, 01 Jan 2019 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/3711 2019-01-01T00:00:00Z