Department of Distance Education

Permanent URI for this collectionhttp://197.255.125.131:4000/handle/123456789/27898

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Author: search.filters.author.Tsevi, L.

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    The Sojourner’s Return: Narratives on the Re-entry Experience
    (Springer Link, 2020) Boafo-Arthur, A.; Boafo-Arthur, S.; Attah, D.A.; Tsevi, L.
    This chapter reflects on the re-entry experience with emphasis on the cognitive, psychological, and behavioral aspects of the experience for individuals from sub-Saharan African nations. These issues will be discussed against the backdrop of Szkudlarek’s (2010) Expectations model; Gullahorn and Gullahorn’s W-curve hypothesis; and Martin and Harrell’s (2004), Intercultural Model of re-entry. The internationalization of higher education has become a priority among many institutions of higher education. Sojourning abroad comes with related issues such as culture shock. This notwithstanding, sojourners who choose to return often report many benefits of the stay abroad experience. Likewise, returning home after being away for several years also presents other challenges as students re-adjust to their home countries.
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    2023: International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students
    (Springer, 2022) Boafo-Arthur, S.; Attah, D.; Boafo-Arthur, A.; Tsevi, L.
    Studying abroad is seen as a very beneficial aspect of any study experience. And in some countries or cultures, it is expected to be a part of the path carved by any serious potential academician. With studying abroad, and the expectations of being highly employable post one's graduation, it can be quite a disappointment should one's expectations of employability, and the job market not match the reality of employment within the country of origin, or the country of sojourn. This chapter intends to examine the expectations individuals have prior to graduation, the discrepancy between that and the reality of the job market, and tentative solutions to the challenges faced. Narratives from current and former international students/study "abroaders" will be included to depict the actual experiences of these individuals and how their experiences connect to the broader issue under discussion.
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    Promoting Gender Equality in Ghana: Sociocultural Factors in Perspective
    (Reimagining Development Education in Africa, 2022) Ussher, Y.A.A.; Tsevi, L.; Boafo-Arthur, A.
    Despite many efforts in promoting gender equality, the issue has not become obsolete. Gender inequality with respect to education continues to exist as it finds its expression in socio-cultural factors. This paper explores sociocultural factors that contribute to gender disparity with respect to education. Using semi-structured interviews, the study explores the views of university faculty members regarding sociocultural factors that affect gender educational inequality and solicit their views on interventions being implemented to promote gender equality. The findings of the study show that gendered division of labour is the predominant socio-cultural practice that promotes gender inequality with respect to education and must be reviewed using advocacy and community engagement. The authors therefore argue that unless these socio-cultural practices hegemonized in African society is done away with, gender inequality with respect to education will never become obsolete. There is therefore the need to create awareness and sensitization of the negative effects of socio-cultural practices using African indigenous knowledge and education to promote self-emancipation of females, and an agenda for education and development.