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Perception and adoption of competency-based training by academics in Ghana

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dc.contributor.author Wongnaa C.A.
dc.contributor.author Boachie W.K.
dc.date.accessioned 2022-10-31T15:05:32Z
dc.date.available 2022-10-31T15:05:32Z
dc.date.issued 2018
dc.identifier.issn 21967822
dc.identifier.other 10.1186/s40594-018-0148-x
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/461
dc.description Wongnaa, C.A., Department of Agricultural Economics, Agribusiness and Extension, Kwame Nkrumah University of Science and Technology, Private Mail Bag, University Post Office, Kumasi, Ghana; Boachie, W.K., Department of Accounting Studies Education, University of Education, Winneba, Kumasi Campus, Kumasi, Ghana en_US
dc.description.abstract Background: With the rise in graduate unemployment and the poor linkage between university education and industry, competency-based training (CBT) is gaining popularity in Ghana�s universities as a way of producing business-oriented and well-grounded graduates for industry who are ready to make use of knowledge acquired in university education to establish businesses that will help reduce unemployment in the country as well as working effectively in the nation�s industry and service sectors. With CBT yet to be introduced in most Ghanaian tertiary institutions, information about academics� perception and willingness to adopt the methodology is crucial. This study examined the perception and adoption of CBT by academics in Ghana using cross-sectional data collected from 300 faculty members of Kwame Nkrumah University of Science and Technology (KNUST) using a structured questionnaire. Descriptive statistics, 5-point Likert scale, perception index, and the logit model were the methods of analysis employed. Results: The results of the survey showed that the overall perception index was 0.49, indicating that generally faculty members of KNUST agreed and had a positive perception of the potential of CBT in instilling in students employable skills. The logit results also showed that the probability of adoption of CBT is positively influenced by participation in CBT workshops, effective supervision of faculty members by university authorities, availability of teaching aids, and availability of incentives. Conversely, adoption was found to be negatively influenced by teaching load and number of undergraduate students per class. Conclusions: We conclude that provision of appropriate teaching and learning resources that complement adoption of CBT, incentives, and competency-based education training for academics by university authorities and stakeholders in Ghana�s tertiary education will enhance the adoption of CBT methodologies. � 2018, The Author(s). en_US
dc.publisher Springer en_US
dc.subject Adoption en_US
dc.subject Competency-based training en_US
dc.subject Faculty members en_US
dc.subject Likert scale en_US
dc.subject Logit model en_US
dc.subject Perception en_US
dc.title Perception and adoption of competency-based training by academics in Ghana en_US
dc.type Article en_US


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