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Given the perceived weak corporate governance systems in Ghana, corporate governance education curriculum requires empirical investigations to ascertain factors that can enhance student knowledge in governance systems based on their career interests and programme of study. Therefore, we investigate whether students with a career interest in corporate governance exhibit a significantly different level of comprehension compared to those without such an interest. Furthermore, we explore whether the comprehension of course concepts differs across various business-related programmes, investigating potential variations in understanding among students from diverse programme backgrounds.

Using a descriptive design, we adopt a quantitative approach and survey method to collect cross-sectional data from 1,050 undergraduate students in selected Ghanaian public universities. We analyse the data using t-test and Analysis of Variance (ANOVA).

We establish no statistically significant difference in comprehension levels of corporate governance concepts between students with a career interest in corporate governance and those with no career interest. However, we find statistically significant differences in the comprehension of corporate governance concepts among students pursuing different business-related programmes.

Our findings imply that the corporate governance course should be taught practically, giving students insights into what the course entails from an industrial viewpoint. This may entail engaging experts from industry as visiting lecturers at intervals to bridge the gap between theory and practice. Students could also benefit from mentorship programmes from industry, internships and related placements to ensure an understanding of theoretical concepts from practical perspectives.

Our study is novel and contributes to extant literature because it is the first empirical study on corporation governance education that emphasizes on students career interests and programme of study from a developing country perspective.

This paper examines the relationship between indigenous cultures and employee efficiency and how cronyism strengthens or weakens the relationship in the Ghanaian state-owned enterprises (SOEs) in response to the employee efficiency.

This study employs a quantitative approach by a cross-sectional survey to collect data from 400 workers in ten SOEs in Ghana. The analysis is done by using descriptive statistics and hierarchical regression techniques.

The findings indicate that showing gratitude is the predominant indigenous culture in the SOEs of Ghana while irregularity (absenteeism) is not dominant. Moreover, the practice of cronyism is high. It reveals that the indigenous cultures, except for respect for the elderly, relate negatively to employee efficiency, and cronyism strengthens the relationship between indigenous cultures and employee efficiency.

The paper contributes to the literature by providing empirical evidence that cronyism effectively strengthens the relationship between indigenous cultures and employee efficiency in a developing country. Strategies to discourage cronyism should be the key focus of public administrators, as well as mechanisms to limit the practice of adverse indigenous cultures.

The study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana.

A quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate.

The findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method.

This study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.

This study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.

The study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.

The results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.

Researchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.

This study aims to examine the effects of cyberbullying on the academic lives of Ghanaian university students. It also establishes whether cyberbullying victims, perpetrators, victim-perpetrators and bystanders differed in their thoughts on the effects of cyberbullying on students’ academic lives.

This study is anchored on Bandura’s theory of triadic reciprocal determinism and Abraham Maslow’s theory of needs. This study uses a cross-sectional survey design and quantitative approach to collect the data from 1,374 students from three public universities. The authors use descriptive statistics and ANOVA techniques to analyse the data.

The results show that the effects of cyberbullying on academic life are difficulty concentrating on studies, difficulty studying in groups and difficulty assessing important academic information online. There is also a statistically significant difference among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the effects of cyberbullying on students’ academic lives.

This research contributes to the literature on cyberbullying in the Ghanaian tertiary education environment. Even though the impact of cyberbullying on academics in Ghanaian universities may seem minimal, it is still imperative that it be checked, as it is significant enough to disrupt effective academic work. Thus, this study adds to the existing literature on cyberbullying from a developing country perspective.

This study aims to investigate students’ perceptions regarding the causes and effects of cyberbullying among university students. The study also establishes whether or not there would be statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives from a developing country perspective.

This study uses quantitative approach and cross-sectional survey design to collect primary data from 1,374 undergraduate students sampled from selected public universities in Ghana. Descriptive statistics and analysis of variance analyses were carried out using statistical package for the social sciences.

The study reports popularity among friends, extortion, retaliation, stress, trauma and low self-esteem as causes of cyberbullying. Also, cyberbullying resulted in difficulty trusting people, low self-esteem and increased stress. The study also found statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives.

The study’s findings imply that cyberbullying has some fairly significant negative effects on students’ lives in Ghana and must be taken more seriously. Conditions must be created to ensure that perpetrators and victims are given the support needed to curb this menace. Detailed remediating measures are provided in the study.

This paper contributes to the existing literature by studying cyberbullying perceptions among students from a relatively bully-tolerant culture.

Corporate governance and its training in universities have become an essential addition to the educational curriculum. Despite its expansion, students still need help to grasp some concepts, affecting their academic performance. This paper examines the expected influence of gender and school libraries on comprehending corporate governance concepts in Ghanaian universities.

With the culturo-techno-contextual approach (CTCA) as the underlying theory, the study sampled 1050 undergraduate students from the selected Ghanaian public universities. The study adopted a quantitative approach, and the data were analysed using descriptive statistics and ANOVA.

The results show a statistically significant difference between male and female Ghanaian students in their understanding of corporate governance concepts, with the mean figures suggesting that males slightly understand corporate governance concepts more than females. The results also show a statistically significant difference among Ghanaian students studying using school libraries of varying quality in their understanding of corporate governance.

This study's novelty stems from examining the corporate governance curriculum in a developing country from the perspectives of gender and school library. Adopting the CTCA components in analysing school libraries and gender further evidences the study's novelty.

The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.

This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.

The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.

The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.

The study examines the relationship between the interaction of indigenous–foreign cultures and public employee performance (PEP) in the Ghanaian public sector due to the perceived unproductive cultures in the public sector.

The study employs a quantitative approach, where cross-sectional survey design is used to collect the data from Ghanaian public employees. The analysis is done using correlation and hierarchical regression techniques.

The results reveal that both indigenous and foreign cultures are pervasive in the Ghanaian public sector, with high power distance and individualism being dominant cultures. Furthermore, while the indigenous cultures have negative significant relationship with PEP, the foreign cultures have positive significant relationship with PEP. The foreign cultures effectively control the relationship between the indigenous cultures and PEP but insignificantly moderate such relationship.

The findings imply that deliberate attempts should be made to encourage the foreign cultures with attractive reward packages to induce workers. This will indirectly control the practice of the inimical cultures and ultimately reduce their negative effect on PEP.

The study contributes significantly to the extant literature by providing empirical evidence of the indigenous–foreign culture fit and PEP from a developing country, Ghana.

Students' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective.

The study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana.

The results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities.

The findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding.

This study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.