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Polytechnic Education in Ghana: A Change Management Perspective


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This paper examines polytechnic education in Ghana from a change management theoretical perspective using Kurt Lewin’s model of unfreezing, moving and refreezing as an approach to Organizational Development. Through the review of literature and examination of relevant policies and documents on education in Ghana and the interaction with relevant stakeholders, the paper traces the genesis of polytechnic education in Ghana and evaluates the extent to which the upgrading of the polytechnics from second cycle to tertiary institutions made use of the three step model of Unfreezing, Moving and Refreezing. The paper discusses the rationale for the upgrading and argues that since the polytechnics as second cycle institutions retarded the human resource development of Ghana they were upgraded in response to the changing manpower needs of the nation. The paper also argues that a legal rational structuralist approach was adopted to implement the change which did not involve the organizational participants and therefore led to resistance by them. However, the polytechnics find themselves in a new era flowing from the massive infrastructural and staff development, NPT project on building leadership and management capacity in Polytechnics, the new educational reforms and the Polytechnics Act of 2007 which are attempting to stabilise the change process to make them focus on their mission to provide career focused and middle level technical manpower that is critical to the socio-economic development of Ghana.

Keywords

Change Management, Ghana, Higher Education, Organisational Change, Polytechnics, Technical Manpower.
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  • Polytechnic Education in Ghana: A Change Management Perspective

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Authors

Ben Q. Honyenuga
Honyenuga

Abstract


This paper examines polytechnic education in Ghana from a change management theoretical perspective using Kurt Lewin’s model of unfreezing, moving and refreezing as an approach to Organizational Development. Through the review of literature and examination of relevant policies and documents on education in Ghana and the interaction with relevant stakeholders, the paper traces the genesis of polytechnic education in Ghana and evaluates the extent to which the upgrading of the polytechnics from second cycle to tertiary institutions made use of the three step model of Unfreezing, Moving and Refreezing. The paper discusses the rationale for the upgrading and argues that since the polytechnics as second cycle institutions retarded the human resource development of Ghana they were upgraded in response to the changing manpower needs of the nation. The paper also argues that a legal rational structuralist approach was adopted to implement the change which did not involve the organizational participants and therefore led to resistance by them. However, the polytechnics find themselves in a new era flowing from the massive infrastructural and staff development, NPT project on building leadership and management capacity in Polytechnics, the new educational reforms and the Polytechnics Act of 2007 which are attempting to stabilise the change process to make them focus on their mission to provide career focused and middle level technical manpower that is critical to the socio-economic development of Ghana.

Keywords


Change Management, Ghana, Higher Education, Organisational Change, Polytechnics, Technical Manpower.

References