Open University Implementation in Ghana: Environmental Analysis and Collaborative Open University Business Model
Keywords:
Open University; digital education; Ghana; distance learning; business modelAbstract
The increasing demand for flexible and technology-enabled higher education has intensified interest in Open University systems, particularly in developing countries. This study examined the feasibility of implementing Open University programs in Ghana by analyzing political, legal, economic, monetary, trade, and cultural environments, as well as the challenges, opportunities, and strategic guidelines influencing implementation sustainability. The study employed a quantitative descriptive-exploratory research design involving 75 respondents composed of faculty members, students, administrators, government officials, and technology providers selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using frequency counts, percentages, weighted mean, standard deviation, and ranking techniques. The findings revealed that Ghana’s political, legal, trade, and cultural environments generally support Open University implementation. However, monetary instability, limited internet accessibility, high technology costs, and insufficient financial support systems were identified as major barriers affecting accessibility and sustainability. Despite these challenges, increasing demand for flexible education, technological advancement, regional integration, and opportunities for international academic collaboration provide strong potential for Open University expansion in Ghana. Based on the findings, the study proposes the Global Collaborative Open University Business Model (GCOUBM), a preliminary evidence-informed strategic framework integrating international collaboration, digital infrastructure, institutional adaptability, and flexible financial mechanisms. The study concludes that sustainable Open University implementation in Ghana requires coordinated policy support, strengthened technological infrastructure, institutional collaboration, accessible financing systems, and continuous institutional adaptability. The findings provide strategic insights for policymakers and higher education institutions seeking to strengthen digital and distance education systems in developing-country contexts.
https://doi.org/10.26803/ijlter.25.6.18
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