Exploring the lived experiences of staff transitioning from polytechnics to technical universities in Ghana

Abstract

This study explored the experiences of polytechnic staff during the transition of their institutions to technical universities in Ghana. Guided by the interpretivist paradigm, the qualitative study employed a phenomenological design. Using a snowball sampling technique, seventeen Seventeen (17) participants: eight (8) academic staff, four (4) management members, four (4) union leaders from four (4) technical universities, and one (1) official from Ghana Tertiary Education Commission, were selected for the study. Data was collected through semi-structured interviews and analysed thematically. The findings showed that both the staff and regulatory bodies had diverged expectations during the institutional transitions, and these included infrastructural development, enhanced remuneration, and a stronger focus on science, technical, and vocational curricula. The transition process created opportunities for staff to upgrade their qualifications and benefit from career progression. However, it also brought challenges including delayed promotions, increased workloads, and dissatisfaction with conditions of service, largely due to a ‘staff certificate audit’ carried out during the transition. The study recommends that the Ghana Tertiary Education Commission and related bodies conduct thorough certificate audits before institutional transitions. Furthermore, regular post-transition audits should be instituted to verify staff qualifications and avoid future downgrading. These steps will help safeguard staff welfare and ensure a smoother transition process across similar educational reforms.

Keywords: Transition, Instructors upgraded to lecturers, Status change, Professional downgrade, Polytechnics, Technical universities, Continuous professional development