Conflicts as a complex reality are common in higher education settings. Unfortunately, little is known about their impact on perceptions of the quality of higher education. This study assessed the impact of structural and interpersonal conflicts on the perception of quality higher education. To obtain the data, the study used a cross-sectional survey research design. The study sampled 310 academic and administrative staff from three universities in Northern Ghana using a multi-stage sampling technique. The questionnaire was the primary data-gathering tool. The prevalence of conflicts and perception of quality in higher education were assessed using simple frequencies and percentages, while the structural equation modelling technique was used to investigate the complex relationship among structural conflicts, interpersonal conflicts, and perception of higher education quality. The results indicate that most workplace conflicts in higher education are structural in nature, arising from jurisdictional uncertainties, interdependence, and authority relationships. The findings further indicate that structural and interpersonal conflicts have little influence on perceptions of quality higher education. Nevertheless, in terms of direction, structural conflicts have a positive link with the perception of quality higher education, whereas interpersonal conflicts have a negative relationship. It is hereby recommended that a cross-sectional survey on the influence of conflicts on effective teaching and learning in public universities in Ghana should be conducted.

Research studies have investigated the influence of institutional characteristics on student academic achievement. However, relatively little research focuses on time utilisation and its impact on student academic achievement. The current study investigated students’ utilisation of time in public senior high schools in the Northern Region of Ghana. The study aimed to determine how students utilisation of time on self-study, group study, religious activities, and classroom instructional activities predicted their academic achievements. A total of 500 students sampled from 7 public senior high schools in the Northern Region of Ghana participated in the study. The research design employed was the cross-sectional survey research design. The instrument used to collect the data was a questionnaire. Analysis was done using multiple regression analysis with the aid of the SPSS (Version 16) software. The results suggest that the time students spent attending classes positively and significantly influences their academic achievement. Class attendance, group studies and self-studies times were found to be positively related. The study recommends that students group study and self-study activities should be made compulsory and that adequate time should be allotted within study hours for students to engage in meaningful self-study and group study activities.