Scholarlink

<p>Equity and inclusion are essential for ensuring fair access, participation, and academic success in higher education. In Ghana, public and private universities differ in funding structures, student demographics, and institutional resources, raising questions about students’ perceptions of fairness and inclusivity. This study employed a quantitative cross-sectional survey design, using voluntary response sampling to collect data from 800 undergraduate students across six public and private universities. The study examined differences in students’ perceptions of equity indicators including access, participation, academic outcomes, affordability, support services, and inclusive policies, with particular attention to underrepresented groups, such as students from low-income households, rural areas, women, and students with disabilities. Data were analyzed using descriptive statistics, multivariate analyses of covariance (MANCOVA), independent samples t-tests, and linear regression to compare perceptions between university types and evaluate the impact of targeted inclusion measures. Results indicated that public university students reported slightly higher access to educational opportunities than private university students, although differences in participation and academic outcomes were negligible. No significant differences were observed in affordability, support services, or inclusive policies. Perceptions of equity and inclusion among underrepresented students were comparable to those of other students. Importantly, universities implementing targeted inclusion initiatives, such as scholarships, mentorship programs, and disability support services, recorded significantly higher perceptions of fairness and inclusion. These findings provide empirical evidence of structural equity challenges in Ghanaian higher education, highlighting that access alone is insufficient for fostering genuine inclusivity. The study contributes original knowledge by offering the first comprehensive comparative analysis of multiple equity indicators across public and private universities in Ghana. Practically, universities and policymakers are encouraged to strengthen targeted inclusion programs, improve transparency, and enhance student participation to promote equitable and inclusive learning environments.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Equity and inclusion in higher education in Ghana comparing access participation outcomes affordability and support services in public and private universities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月10日

查看全文
  • Francis Aposika

摘要

Equity and inclusion are essential for ensuring fair access, participation, and academic success in higher education. In Ghana, public and private universities differ in funding structures, student demographics, and institutional resources, raising questions about students’ perceptions of fairness and inclusivity. This study employed a quantitative cross-sectional survey design, using voluntary response sampling to collect data from 800 undergraduate students across six public and private universities. The study examined differences in students’ perceptions of equity indicators including access, participation, academic outcomes, affordability, support services, and inclusive policies, with particular attention to underrepresented groups, such as students from low-income households, rural areas, women, and students with disabilities. Data were analyzed using descriptive statistics, multivariate analyses of covariance (MANCOVA), independent samples t-tests, and linear regression to compare perceptions between university types and evaluate the impact of targeted inclusion measures. Results indicated that public university students reported slightly higher access to educational opportunities than private university students, although differences in participation and academic outcomes were negligible. No significant differences were observed in affordability, support services, or inclusive policies. Perceptions of equity and inclusion among underrepresented students were comparable to those of other students. Importantly, universities implementing targeted inclusion initiatives, such as scholarships, mentorship programs, and disability support services, recorded significantly higher perceptions of fairness and inclusion. These findings provide empirical evidence of structural equity challenges in Ghanaian higher education, highlighting that access alone is insufficient for fostering genuine inclusivity. The study contributes original knowledge by offering the first comprehensive comparative analysis of multiple equity indicators across public and private universities in Ghana. Practically, universities and policymakers are encouraged to strengthen targeted inclusion programs, improve transparency, and enhance student participation to promote equitable and inclusive learning environments.