Book Chapters

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Book Chapters: A scholarly introduction of chapter length to an edited volume, where the content of the introduction reports research and makes a substantial contribution to a defined area of knowledge. On the other hand, Review books or articles provide a critical and constructive analysis of existing published literature in a field, through summary, analysis, and comparison, often identifying specific gaps or problems and providing recommendations for future research. These are considered as secondary literature since they generally do not present new data from the author's experimental work. Review articles can be of three types, broadly speaking: literature reviews, systematic reviews, and meta-analyses.

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Author: search.filters.author.Boafo-Arthur, A.Has files: Yes

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Now showing 1 - 4 of 4
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    The Sojourner’s Return: Risks and Challenges of the Study Abroad Experience on Re-Entry
    (2022) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.
    Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students’ study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world’s welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.
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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.