[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591049-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-591049-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","institutional-reform-and-change-management-the-conversion-of-polytechnics-to-technical-universities","Institutional reform and change management: The conversion of polytechnics to technical universities","","This research paper reviews how Ghana’s polytechnics were converted into technical universities and evaluates whether the process followed standard best practice. It examines placement inequality in the public sector, limited direct academic progression for polytechnic graduates with the Higher National Diploma, weak enrollment and reduced internally generated funds, and staff departures caused by poor conditions of service. It argues that effective institutional reform requires a multi-faceted change approach, suitable change models, stakeholder engagement, and treating transition as a project, yet full benefits remain unrealized despite nearly four years.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/institutional-reform-and-change-management-the-conversion-of-polytechnics-to-technical-universities/591049/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/institutional-reform-and-change-management-the-conversion-of-polytechnics-to-technical-universities/591049.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What prompted Ghana’s conversion of polytechnics into technical universities?","Question",{"text":62,"@type":63},"In 2012, Ghana’s government announced a policy to convert all ten polytechnics to technical universities to address persistent challenges in technical education. A technical committee was then formed to assess readiness and recommend institutions for immediate conversion using set criteria.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What problems does the paper highlight with the conversion process?",{"text":67,"@type":63},"The paper points to unequal placement of polytechnic graduates compared with traditional university graduates, insufficient direct academic progression after the Higher National Diploma, low enrollment and internally generated funds, and the loss of experienced staff due to poor conditions of service.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper suggest the conversion and change should be managed?",{"text":71,"@type":63},"It argues for a multi-faceted approach to managing change that accounts for different stakeholders, adoption of an appropriate change model, proper stakeholder engagement, and handling the transition as a project rather than routine ministry work to reduce anxiety and agitation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},591049,1792922824,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal  \nVol. 9(3), pp. 655-658, July 2021 DOI: 10. 30918/AERJ.93.20.117 ISSN: 2354-2160  \nFull Length Research Paper  \nInstitutional reform and change management: The conversion of polytechnics to technical universities  \nEmmanuel Akanpaadgi1* and Aliata Mumuni2  \n1Bolgatanga Technical University, Ghana.  \n2 Dr. Hilla Limann Technical University, Ghana.  \nAccepted 6 October, 2020  \n\n| ABSTRACT\u003Cbr>This research paper sought to review the way and manner the conversion of polytechnics in Ghana to technical universities were done to ascertain whether the process conformed to standard best practice. The inequality in terms of placement of polytechnic graduates in the public sector as compared to the traditional university graduates, lack of direct academic progression for polytechnic graduates with Higher National Diploma, low enrollment and the departure of experienced staff from the polytechnics to the traditional universities due to poor conditions of service leaving the polytechnics with less staff compelled the government to initiate the reform. Institutional reform has been a long-standing practice in the educational sector; however, the implementation of new policies remains a challenge to many public institutions in Ghana. The one-size-fits-all approach to managing change must give way to a multi-faceted approach that takes into consideration the diversity of the various stakeholders affected by the change. The adoption of an appropriate change model and proper engagement of stakeholders as well as handling the transition asa project rather than treating it like the usual work of the ministry of education would have eased the tension and agitations which characterized the conversion process. Despite the conversion period spanning almost four years, the stakeholders are yet to reap the full benefits of the reform.\u003Cbr>Keywords: Managing change, conversion, resistance, process, transition. |\n| --- |\n| *Corresponding author. E-mail: [akanpaadgi@yahoo.com. Tel:](akanpaadgi@yahoo.com. Tel:) +233 200 955 179. |\n\nINTRODUCTION  \nIn 2012 , the Government of Ghana announced a new policy to convert all ten polytechnics in the country to technical universities in order to deal with persistent challenges facing technical education in the country. Consequently, a technical committee was constituted to assess the readiness of the polytechnics in the country for conversion to technical universities as against a sixteen point criteria and recommend the polytechnics that met the criteria for immediate conversion; while those that fail to meet the criteria are assisted to meet the requirements for conversion at a later date. The committee diligently carried out its work and recommended initially, six polytechnics for conversion, but another two were added by executive approval (Adumado Report, 2014) .  \nUndoubtedly, the conversion of polytechnics to technical universities appears to be a blueprint to  \naddressing the challenges facing technical education in the country. The issues of placement in the public or civil service and academic progression were paramount. Most graduates of polytechnics after their Higher National Diploma would have to go back to the traditional universities to pursue top-up programs in order to obtain bachelor degrees before they can be put on their rightful places in the public sector or the civil service. Earlier reforms in the educational sector did not lead to a corresponding revision in the public service regulations in order to address this problem. Besides, the Higher National Diploma is not accepted as an entry requirement for a direct masters’ program . Applicants with the Higher National diploma must first complete a top-up bachelor's degree or bridging program before admitted to a masters’degree program . Furthermore, the polytechnics were seen as second options to the traditional universities  \nAfr Educ Res J 656  \nleading to low enrollment and low internally generated funds ","cbCaiar4L2lvMGE3","https://ap.wps.com/l/cbCaiar4L2lvMGE3","pdf",54464,"English","# Abstract\n# Introduction\n## Government policy and conversion committee\n## Key challenges identified\n# The concept of change management","[{\"question\":\"What prompted Ghana’s conversion of polytechnics into technical universities?\",\"answer\":\"In 2012, Ghana’s government announced a policy to convert all ten polytechnics to technical universities to address persistent challenges in technical education. A technical committee was then formed to assess readiness and recommend institutions for immediate conversion using set criteria.\"},{\"question\":\"What problems does the paper highlight with the conversion process?\",\"answer\":\"The paper points to unequal placement of polytechnic graduates compared with traditional university graduates, insufficient direct academic progression after the Higher National Diploma, low enrollment and internally generated funds, and the loss of experienced staff due to poor conditions of service.\"},{\"question\":\"How does the paper suggest the conversion and change should be managed?\",\"answer\":\"It argues for a multi-faceted approach to managing change that accounts for different stakeholders, adoption of an appropriate change model, proper stakeholder engagement, and handling the transition as a project rather than routine ministry work to reduce anxiety and agitation.\"}]","Institutional reform and change management: The conversion of polytechnics to technical universities | PDF",1792071010]