Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19.

This research used the qualitative multiple case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants drawn purposively from four large Ghanaian universities participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two management techniques in their virtual teaching-regulating the behaviour of learners and controlling instructional content. The research further uncovered that, although the teachers' complaints generally centred on environmental constraints and inadequate institutional support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call on university teachers involved in virtual teaching to personally seek a continual update of skills and competency in virtual delivery because it is an approach hinged on evolving technology.

Leading, but are there followers? Exploring the influence of heads of departments on staff and students in Ghanaian higher education institutions.

This research investigated followers' expectations of their heads of departments (HoDs) and how they felt about the fulfilment of the expectations within the context of Ghanaian higher education. It further explored the nature of the challenges the HoDs faced as they tried to meet followers' expectations. The research used a phenomenological design and engaged 36 participants selected from three large Ghanaian universities to participate in individual interviews. Data were analysed using the interpretative phenomenological analytical technique. The research revealed that while the subordinate staff expected a more supportive work environment, the students wanted a more conducive learning environment. The HoDs were, however, constrained to do much because of the ethos of the Ghanaian HE sector. The study concluded with recommendations informing policy and practice, both locally and internationally.

University Teachers' Decisions on Post-retirement Employment: Do Demographic Variables Count?

This research aimed to determine whether demographic characteristics of retiring university teachers were significantly associated with their post-retirement employment decisions, using three psychosocial theories-role theory, continuity theory and life course theory. The research used the cross-sectional survey design and relied on the simple random sampling technique to sample 235 participants who were left with 5 years or less to reach Ghana's compulsory retirement age of 60 years. The participants were selected across 20 public universities in Ghana to complete a questionnaire. Based on a binary logistic regression analysis, the research found that, apart from the rank and health status of the participants, other variables such as gender, kind of university, family size, marital status and levels of involvement in university activities significantly determined the participants' decisions regarding a working life after retirement. Against this backdrop, the research concluded that within the academic milieu, certain demographic factors were key determinants of post-retirement employment decisions.