MENTORING IN PUBLIC UNIVERSITIES IN GHANA: ASSESSMENT OF ACADEMIC STAFF MENTORING AND ITS CONTRIBUTION TO STAFF DEVELOPMENT IN THE UNIVERSITY FOR DEVELOPMENT STUDIES

Abstract

The study assessed academic staff mentoring approaches in the University for Development Studies (UDS) and how it contributes to staff development. The Social Network Theory (SNT) was adopted to serve as a theoretical foundation for the study. Cluster, simple random and purposive sampling techniques were employed in selecting the respondents for the study. In all, 224 respondents were selected for the study. Tools employed for data collection were interview guide and questionnaire. Findings from the research show that informal approach to mentoring was commonly practiced. The findings show that the Nyankpala Campus was highest in the use of informal mentoring approaches followed by the Navrongo Campus. Although both formal and informal approaches are used, majority (32.2%) of the respondents see informal mentoring as the most effective approach. The study has also revealed that contribution of mentoring to academic staff development in the University was not significant, for instance, a chi-square test on mentoring a teaching skills shows 0.222 which is insignificant at 5%. Challenges in mentoring identified were lack of commitment by top management, absence of mentoring units in UDS, lack of incentives for senior members, unwillingness of mentees to avail themselves for mentoring in the University among others. The study concludes that mentoring in UDS has not greatly contributed to staff development. It was recommended that the Directorate of Academic Planning and Quality Assurance (DAPQA) should fully implement the University mentoring policy to reap the full benefits of it. It was also recommended that steps be taken by the top management of the University to strengthen formal mentoring to compliment the informal mentoring of staff in the University.