Abstract: This research project analyzed the top-tier universities of Ghana, determining their competitive advantages and disadvantages

relative to each other as well as the rest of the world. By sketching this picture of the current competitive landscape, we could then craft strategic opportunities for the schools to pursue in the short-, medium-, and long-term future. To identify the current environment and make strategic suggestions, my research project was as follows: Research Focus: i) ii) iii) iv) Current competitive advantages and disadvantages of Ghanas institutions of higher education and which areas can possibly be sustained or improved Criteria that exist for evaluating these institutions from all stakeholder perspectives: students, faculty, and academic ranking committees Implications of the specific training which each school historically focused upon Level of foreign exposure and global relevancy advocated by each school and how this can serve to help Ghanaian students achieve competitiveness in an interconnected world

Method of Implementation: A.) Literary research at Asuansis Farm and Technical Institutes on Ghanas higher education- its history & trends B.) Market Research: Survey and observation of current faculty, students and alumni of the University of Cape Coast, the University of Ghana-Legon, and the Kwame Nkrumah University of Science and Technology C.) Informal surveys of prospective applicants regarding the level of prestige of each university as well as commonly-held perceptions of students and alumni Research Findings: By analyzing each of these universities through first-person observation as well as interviews, I was able to obtain a thorough understanding of each institution. Each school has many opportunities to seize in their continued rise to prominence on the African continent. However, many challenges also lay ahead. From my research, I have determined three broad factors that can be touched upon by all of the schools. These were: I) Academic Expertise By leveraging their historic areas of subject-matter expertise, the schools could excel from both their academic strengths as well as their established reputations Student Experience The merits of building a strong alumni base have been long discovered in Western universities. Ghanas institutions are quickly discovering this and have cited such an initiative as a priority moving forward Capacity Expansion Both the physical and academic capacity of these schools are rapidly expanding to accommodate the growing number of willing students, aided by government incentives. They must continue to build on this momentum if they are to remain competitive in the face of a rapidly-changing competitive landscape. Course offerings should focus on global programs in terms of both incoming and outbound students.

II)

III)

USC S.U.R.F.-Blue Kitabu Fellowship Findings:

A Competitive Analysis of Ghanas Tertiary Education Landscape

Research Contents

I.) Research Motivations/Review A brief overview of the researchers personal interests and motivations leading to his undertaking of this SURF research project

II.) Methodology/Process An explanation of methodologies utilized in conducting investigative research during, as well as prior to, the study

III.) Findings Synthesis of the academic discoveries unveiled by the research, categorized by institutions studied

IV.) Need for further development: Expertise, Expansion, Experience Further suggestions and implications drawn from the findings, developed into a framework for analyzing the possible strategic choices of each of the schools

I. Research Motivations/Review
The continent of Africa is anticipated to be the site of the worlds next economic boom. However, with persisting problems such as poverty, disease, a lack of intra-continental trade and infrastructure, the futures of its disparate individual countries are still murky. In attempting to perceive the future of a group or region, it is often helpful to look to the frontrunners of that group and then hypothesize whether it is feasible that the other members will follow a similar trajectory. We can further expand this idea to include particular individuals within these countries. It is this assumption that has led to this study of Ghanas business schools. As West/Sub-Saharan Africas fastest growing country this year, Ghana is among the most hopeful to one day extricate itself from its status as a developing nation. Blessed with agricultural and mineral resources, a democratic government and peaceful population, and possession of some of West Africas most reputable universities, the country certainly provides an excellent study of Africas next generation of economic success stories (McKinsey Global Institute, 2010). Within the country itself, a good place to begin understanding the Ghana of tomorrow is through a study of its soon-to-be middle and upper class: the college-attending population. Thus, we set out to examine the background of some of Ghanas future middle and upper managers via a study of the business schools of the nations top schools. Ghanas institutions of higher education are in the midst of a transformation unprecedented in the countrys history (Economist Intelligence Unit, 2011). This change is the culmination of several factors: Ghanas Economic Strength: As of July 2011, Ghana was the worlds leader in terms of GDP growth. With a heavy reliance on the export of goods such as cocoa, minerals and agricultural products, Ghana has been well-served by the global economys increase in commodity prices. Additionally, the commencement of offshore oil drilling, in tandem with the recent discovery of another major oil field in its eastern region, serves to increase the governments optimism for sustaining a healthy economy in the near future. Policy focus in education: Ghanas strategic plan for the company outlines several new reforms. Among these, fostering of the countrys human capital, in the form of education spending, has been seen as a key priority for the Ghanaian government. Education spending has resulted in an influx of money for infrastructure development Industry Maturation: The education industry at the post-senior secondary level is beginning to mature. While many changes have begun to take place among the players, particularly notable is the product diversification of the countrys Big 3. Traditionally serving as specialist schools, the University of Ghana- Legon (Arts & Humanties), Kwame Nhkrumah University of Science and Technology (Engineering Sciences), and Cape Coast University (Education) have begun to build up capacity in programs other than their traditional specialties. In addition to expanding horizontally by broadening their product portfolios, these institutions are also diversifying vertically by increasing their methods of delivery (i.e. distribution channels) through innovative methods such as satellite schools, affiliations with private, for-profit institutes and virtual education initiatives.

As the number of students entering into these top-tier institutions continues to grow at a rapid pace, the schools must transform to grab market share if they are to remain competitive. Here, they are seeking not only immediate tuition revenues, but also to ensure sustainment of their brands reputations and, thus, desirability to future applicants (Pineno, 2007). For the purposes of this research case, we looked in particular at business schools within these three universities. Additionally, we examined CEIBS-Africa, an expansion by an established global brand with both international experience and reputation. In the business education space, neither the Kwame Nkrumah University of Science & Technology, hereafter referred to as KNUST, nor the University of Cape Coast, hereafter referred to as UCC, have experience, developed infrastructure, or an established reputation. The University of Ghana- Legon, hereafter called UofG, is the obvious 800 lb. Gorilla with a well-established brand and in possession of Ghanas only experienced business school (inherited from KNUST several decades ago). However, as these rising contenders develop their capacities to gain access to students will UofG be able to maintain its dominance as Ghanas leading business school? Also, will these schools be able to avoid the problems which have plagued their western counterparts such as .

II. Methodology/Process
Framework As with any organization, performance should be clearly measured. While success for any organization can be defined similarly, the determinants should also be relevant specifically to the industry analyzed. Multiple approaches for assessing schools have been developed, all of which can provide valuable insight into the competitiveness of these institutions. Many advocate the use of tools such as balanced scorecards and a variety of other frameworks used traditionally for for-profit organizations. As a first-cut analysis, the successdeterminants of advanced business education can broadly be viewed as falling under the categories of financial and operational performance as well as organizational effectiveness (Venkatraman & Ramanujam, 1986).

Observing business schools (and institutions of higher education in general) under these broad categories makes intuitive sense. While financial performance may not be commonly recognized in association with schools, the importance of the issue should be readily apparent. As with any economic entity, the fact that resources will always be limited in supply makes the proper control and acquisition of them a paramount objective. Operational performance is a much more tangible factor for most when evaluating a business school. This realm results in the addition of internal issues such as those related to the allocation of faculty and non-financial resources. Finally, all of these issues can be seen as contributing to the overall organizational effectiveness of the school. Here, we examine the externalfacing facets of the institution. Program offerings to students and their satisfaction, research production by faculty, and the reputation/relative ranking of the school are all key factors to be evaluated in the measurement of a business schools success (Thomas, 2007). However, examining institutions according to these factors, while providing a clear picture of its present situation, ignores an analysis of predictors for future success. Here, the addition of a Learning and Growth Perspective continues our observation one step deeper. To fully measure a schools performance, we should also include its ability to change and improve and how this in turn sets up the organization for future success (Kaplan & Norton, 1996).

Only when the management of both the external and internal environment are properly aligned and implemented in accordance with the schools values, mission and vision can a school be said to truly be performing optimally (McGee, Thomas, & Wilson, 2005). Our report seeks to answer this question in regards to the top universities of Ghana, West/Sub-Saharan Africas current shining star.

To help clearly organize our analysis for each of these schools, we applied the strategic framework advocated by Professors Michael A. Diamond and Mark Robison of USC (Diamond & Robison 2001).

To ensure an accurate assessment of each school, we traveled to each campus in order to first obtain an overall feeling for the environment. Through meetings with admissions and records offices at the schools, statistical data was collected on enrolled students via admissions offices. The purpose of this data is to analyze historical trends in student demographics, student and faculty involvement, level of international exposure, and what students pursued upon leaving the universities. Individual interviews were then conducted with faculty professors, advisors, administration staff, current students and alumni. By speaking with as many stakeholders as possible, we were able to obtain a plethora of information which numbers alone could not have revealed. Additionally, individuals outside the immediate scope of the institutions were surveyed in order to obtain a broader picture of each universitys reputation among Ghanaians and other Sub Saharan Africans. To this end, we approached prospective students looking to enroll into a university as well as professionals already working within industry (Ghanaians, other Sub Saharan Africans and Chinese expatriots).

III. Findings
Generally, the results from our research proved to be encouraging. The reputation of Ghanas education system is looked upon highly relative to its neighboring nations. Graduates of Ghanas universities are often classified as well-educated, professional and motivated. Students and alumni themselves are also pleased with their programs, believing that their education was useful in helping them to secure jobs and connections above the opportunities of their peers (Ghanaians of working age who did not attend one of the Big 3). However, within the universities both faculty and students voiced concerns about the lack of international exposure that the programs had. They worried that this was indicative of poor international reputations and that the continued lack of global programs would lead to their universities being left behind by the current globalization trend of modern universities. It seems clear that this is an area which will require significant improvement in the coming years. Upon studying the separate universities, we have made several concrete discoveries specific to each institution.

The University of Cape Coast

Vision Statement: "To have a university that is strongly positioned, with a world-wide acclaim."

This statement of where the University sees itself in the future sets the tone for every strategic decision or choice that it has made. It sets the ambition of the organization and serves as the lodestar that every Faculty, School, Department, functional division and individual must aspire to. In combination with its mission statement, the University of Cape Coast has articulated a view of a realistic, credible and attractive future for itself; a target that inspires all stakeholders to maximum effort in bridging the gap between their current reality and their desired future.

Mission Statement: "The University of Cape Coast is the University of Choice in Ghana."

It is an equal opportunity university, uniquely placed to provide quality education through the provision of comprehensive, liberal and professional programmes that challenge learners to be creative, innovative and morally responsible citizens. Through distance learning, it also extends the expertise and facilities to train professionals for the education enterprise and business by employing modern technologies. The University constantly seeks alternative ways to respond to changing needs. The institution continues to expand its existing highly qualified Faculty and Administrative staff, by offering a conducive environment that motivates them to position the University to respond effectively to the development needs of a changing world.

The youngest of the three universities, the University of Cape Coast is situated near its namesake: Ghanas coastal city of Cape Coast. Originally established as the countrys premier institution for teacher education, the school has since pursued a path of diversification. While originally only allowing students to pursue a degree in education with an emphasis in another discipline, the school has since relaxed its stringent degree offerings, allowing students to obtain degrees in other disciplines with an option of adding an education component. Today, the school provides BA, B.Com, B.Ed, B.Sc, MA, MBA, M.Ed, M.sc, M.Phil, MBChB, O.D. and PhD degrees, proudly referring to itself as a school of choice for Ghanas brightest. As a part of its future growth strategy, the school has undergone major infrastructural changes. An entirely new campus site has been constructed, providing new buildings for each of the academic schools as well as other aspects of student life such as religious and recreational facilities. Beyond simply traditional offerings through the physical school, the University of Cape Coast also utilizes innovative strategies such as a third party certification program, The Entrepreneurship Training Institute in New Town-Accra. By licensing an outside institution, not only is the University of Cape Coast able to expand its geographic outreach, it is able to cut costs while still generating revenue in the form of fees. The program itself was established in 2005 though not accredited until 2007. Enrolling Accra locals, the school is administered on the standard trimester system. Classes are offered predominantly part-time on weekends for working professionals. The one-year post-graduate program has approximately 50-60 students while the class for a four-year undergraduate degree is smaller at 20-40 students. As a business model, this has proven beneficial for the University of Cape Coast in the short-run, generating revenue in the form of accreditation fees and requiring no invested capital. However, the school stands to lose valuable brand equity if private affiliates are eventually forced to close their doors. To date, the Entrepreneurship Training Institute has not yet broken even. The University of Cape Coast is currently putting a high priority on increasing their international programs. Currently, all international programs are centrally handled through the Centre for International Education. The office has clearer been in existence for quite some time and receives good

support from the main university. Four to six students are sent abroad each year while the school works actively to promote programs to attract foreign students during off-weeks, time between semesters. By maintaining usage of the campus throughout the year, the university is slightly more efficient in the utilization of its assets. While the programs attracting incoming students seem to have worked out many of the logistical issues, the school worries about the falling numbers of enrollment. For outgoing students, the issue is the inverse: among the most problematic barriers to student travel involves the ability of the students to leave the country. Due to exchange rates and the generally lower standards of living in Sub Saharan Africa, the CIE reports problems with students making tuition payments abroad as well as issues with insufficient financial resources when applying for students visas.

The Kwame Nkrumah University of Science and Technology

Vision Statement: The vision of KNUST is to be globally recognized as the premier Centre of excellence

in Africa for teaching in Science and Technology for development; producing high calibre graduates with knowledge and expertise to support the industrial and socio-economic development of Ghana and Africa.
Mission Statement: The mission of KNUST is to provide an environment for teaching, research and

entrepreneurship training in Science and Technology for development of Ghana and Africa. KNUST will also provide service to the community, be open to all the people of Ghana and positioned to attract scholars, industrialists and entrepreneurs from Africa and other international communities.

The Kwame Nkrumah University of Science and Technology is Ghanas leading engineering school. Indeed, the school possesses a reputation as the top engineering university in West Africa and, as such, graduating students come across as very bright and enjoy a high degree of respect among Africans both in Ghana and among her neighbors. Despite this, both students and administrative staff have voiced concerns that the school is not as competitive as it should when placing students into relevant internships and careers. In the past several years, the school has been growing aggressively, taking in more students to accommodate the unmet demand of the country for higher education. Relative to many West African schools, foreign students occupy a significant proportion of the student body. Mostly, these internationals are at the campus to conduct research in scientific disciplines. KNUST is also undergoing several major overhauls at this time. Decentralizing the universitys academic department into six individual schools, KNUST is attempting to create a more flexible institution where its individual programs are given more independent control of faculty and students. Additionally, a new resource center and library is undergoing construction for the business school and will be opening in the upcoming year. As the business department is branching away from the School of Social Sciences in order to establish itself as an independent school, the faculty and staff are in the process of moving across the campus. Here, the international programs of the institution has recently been centralized

and, undergoing recent organizational changes, the office is still defining its operational scope, gaining support from other departments, and establishing administrative processes. Another initiative that KNUST is undertaking is the establishing and maintaining of alumni relations. Representatives of the school state that they are beginning to realize the importance of these connections. At the time of this research, the school was undergoing numerous infrastructural changes among academic and administrative departments. While the future seems exciting, the change seems to be managed poorly as the university at this point in time is in a state of disorganization.

The University of Ghana, Legon

Mission Statement: To develop world-class human resources and capabilities to meet national

development needs and global challenges through quality teaching, learning, research and knowledge dissemination.

The University of Ghana, Legon, is Ghanas oldest and most esteemed higher education provider. The universitys list of alumni encompasses numerous government officials (including the countrys current president), business leaders and other well-known names. Traditionally a school for the Arts and Humanities, the school is often cited as the Harvard of Ghana. The campus itself is indicative of the universitys status, cumulating in the grand Commonwealth Hall, a residence hall for the schools privileged. With strong political support, likely due to the number of University of Ghana alumni currently residing in Ghanas government, the school has access to a number of resources unavailable to many smaller postsecondary institutions. In addition to a robust Health Sciences college, the University of Ghana also possesses an Agricultural and Consumer Sciences school, an arts school, social Studies school, business school, law school, and engineering sciences school. Far from resting on their laurels, the school is striving to not only keep its top rankings, but to continue innovating in respect to its student offering. The university has already undergone a strategic review of their current position, publishing a strategic direction for the future of the school. They are in the process of investing heavily in infrastructure, evident by the ongoing construction projects occurring on campus. Additionally, the college has also been developing their ability to deliver virtual education programs, offering several distance education courses.

IV. Need for further development: Expertise, Expansion, Experience

From here, after having drawn some conclusions regarding the competitive positions of the schools, we can venture to suggest potential courses of action and their probable implications. While no school is ever the same and there are obviously no silver bullets to address what ails every institution, there are some common themes which ran through all of our subjects. It is these broad areas of deficiencies which we seek to address here. For the purposes of approaching this strategy, we have devised a unique framework to apply. Of course, there is the traditional perspective, that of short-, medium-, and longterms. However, it would also be useful to focus our solutions by specifically focusing on three broad aspects which the schools can build upon in order to fully realize their potential. These would be emphasizing expertise, expansion, and (student) experience. By addressing these three pillars, the schools can hope to strengthen their programs to meet the demands of the 21st century, thereby establishing themselves as the premier business schools in West/Sub-Saharan Africa.

Quick Win Initiatives Addressing first the short term goals, two areas which are obvious candidates for short wins are building up the alumni base as well as revenue generation from the sale of school-related merchandise. The database and network of graduating students at all of the schools surveyed were woefully underdeveloped. Yet in interviews with current faculty, this was consistently ranked as a top priority. Long a well-practiced strategy in US schools, the maintenance of a healthy alumni base has often been the key to success for many academic institutions. Not only does having this network contribute to brand-building (some of the most well-known schools have alumni rosters which read like the whos who of society), but many schools have actually created endowment mountains which help to finance further growth and academic initiatives. Beyond reputation and endowments, alumni networks can be beneficial to current students in terms of the job market. Providing connections has proven to be a primary draw for many students interested in attending school as a stepping stone in their careers. While quickly implementable, to successfully build such a network requires careful work and specific action steps. This strategy falls under both Expansion and Experience. The meticulous grooming of a healthy and successful network will make the establishment of an alumni office necessary. The purpose of this office should be solely to focus on the acquisition and retaining of alumni relationships while organizing events to foster a sense of ownership and community among students. From this investment, the schools can hope to reap not only financial benefits from endowments but also substantial gains in reputation and student experience (Spender, 2008). Another avenue for the generation of revenue which Western schools (the United States, in particular) have mastered is the merchandising of a schools brand. Being an asset unique to the institution, a schools brand often serves as a valuable proposition to customers. Indeed, some schools have refined their names into a competitive advantage. USC is one such instance of the success of this model. A strong brand and alumni network are symbiotic characteristics for a school to possess, each leveraging from the others strength in order to cumulate in the greater overall value of the school.

Mid-range Strategies In the intermediate term horizon, there are a few things which the schools could focus on in order to strengthen their overall positions. These are (i) the continued fortification of distance education offerings and (ii) the leveraging of individual reputations/educational strengths. The first initiative encompasses the areas of expertise and expansion while the second addresses all three. Because each school is unique in their reputation for a particular field of academic study, they are able to differentiate their distance courses in the field of higher education; a field is rapidly becoming commoditized by the outgrowth in virtual delivery. Current government incentives supporting the growth of distance education programs can be utilized to maximize the success of creating a reputation in the online space (Jure, 2010). Good examples to look towards would be USCs Viterbi School of Engineering as well as its Rossier School of Education. Both of these offer excellent examples of wellknown brands which have been able to successfully build distance education offerings without eroding brand equity. Meanwhile, along the same vein, each schools prior expertise also provides an opportunity for the business schools to excel in niche cross-disciplinary programs. For example, KNUSTs reputation as a top engineering and technology school makes it a ready candidate for engineering management and innovation/technology commercialization programs. Likewise, Cape Coast Universitys reputation for training Ghanas teachers can be used to build a reputation for an educational administration program. Not only does this strategic move entail an expansion of the programs offered while taking advantage of each schools advantage in reputation and expertise, it also serves the additional function of increasing student satisfaction. Current students within the schools will be able to take pride in the idea that their technical training was received from a school renowned for that field. Also, willing students will be satisfied when given the opportunity to undertake a wider breadth of courses. Finally, the specific focus of these offerings can help to attract international students in a way which the universitys reputation could not. Although it may prove difficult to convince a student to attend the Kwame Nkrumah University of Science and Technology, it would potentially be much easier to persuade a student who is passionate about using scientific advances to improve African agriculture. By focusing on these niche markets, Ghanas universities may hope to draw international talent from abroad. Similarly, rather than attempting to coax a foreign student to study abroad in West Africa in pursuit of academic rigor, marketing an Ashanti Experience or the African Experience can prove to be easier and far more successful. Schools must think out of the box and find exactly what they may have to offer which a foreign student is likely to look for. Only by doing so can they increase the student bodys international diversity, a key imperative for a schools success in the 21st century.

Showing foresight through long-term planning Finally, the foundations for each schools long term success must be laid down today. By planning ahead and investing in internal infrastructure, a school can increase its capacity thereby broadening both the academic and student experiences it offers. Today, each institution is clearly making strides in this direction, taking advantage of substantial government funding for use to construct new buildings. Some specific examples would be KNUSTs new CBD, the Centre for Business Development, and the University of Cape Coasts new campus area. The vision of the CBD is to serve as a new think tank for current business issues in Ghana while fostering academic-industry relations. The next priority of the school should be to continue building around this new area. Currently, the business school feels quite isolated from the rest of the university, having been established about a kilometers length away from the nearest other buildings. Here, a quick win would be to ensure that there is a healthy and efficient form of public transportation available to the students in order to ensure they are kept feeling connected to the main university. It is also important that they are continually given convenient access to fulfill their everyday needs. A useful approach would be to study USCs use of The Lot, a temporary food and grocery facility which was established during the construction of the new Ronald Tutor Student Center. Meanwhile, at the University of Cape Coast, several buildings have been constructed within the last several years. For example, the science and business schools have each received new facilities in support of the schools expansion out of its traditional role as an educator training institution. Not only does the construction of new infrastructure contribute to the expansion aspect of our strategy factors, it also increases the experience offered to students in many intangible ways. New and impressive buildings create better access to resources, a generally more pleasant atmosphere overall (one conducive to learning and creating academic knowledge), and also serves to prepare students for life after the university. As a specific example, something that has repeatedly been noted as a priority, particularly by the students and faculty of KNUST and the University of Cape Coast, is the addition of a dedicated Career Development Center for students. Located farther away from Accra, the nations industrial center, many students feel isolated from opportunities to pursue valuable careers during and after their academic years. Aside from capital investments in property and facility, the school should also strive to achieve greater academic excellence by developing its faculty. Two ways which a school can traditionally approach this strategy is through the development of existing faculty (i.e. promoting assistant professors and junior lecturers) or the recruiting of new faculty. New faculty can either be acquired by hiring professors from other schools on a permanent basis or by borrowing star lecturers either as visiting lecturers or intermittently for single courses. While the last option is an approach preferred by many international MBA programs, it has yet to catch on for undergraduate schools. However, in the case of our Ghanaian universities, there exists an alternative method which should be explored as a quick win. Currently, the Chinese government has established a policy (for the purposes of establishing friendly relations) of flying agricultural practitioners from African countries to China in an effort to share technologies and

knowledge developed from Asias Green Revolution. While this initiative has proven to be beneficial for these visiting Africans, the transportation of so many representatives between the two landmasses is far from cost efficient. Rather, the loaning of Chinese professors to host these programs in centralized locations within Africa could potentially serve to reduce costs, make the learning more relevant to its beneficiaries, and perhaps even strengthen inter-continent relations (the acquisition of such useful knowledge would be a strong incentive for African nations to cooperate and allow temporary migration for the participants). The burgeoning willingness of Chinese professors to undertake trips to Sub Saharan Africa can be evidenced by the teachers of the CEIBS Africa program. Appealing to each schools relevant expertise and location, the expertise factor is strengthened here as is expansion.

Conclusions
By following these strategy approaches aimed at a staggered time line, the goal is to aim at three specific critical factors which will progressively help the Ghanaian universities maintain their leadership positions. By improving the student experience, leveraging their unique expertise and actively expanding both their academic capacity and physical infrastructure, we expect to create a winning recipe for success in Ghanas top institutions of higher education.

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