Workplace Conflicts and Perception of Quality Higher Education in Ghana

Abstract

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.

The role of organisational culture in conflict management among university stakeholders

“…Universities are complex organisations that bring together diverse stakeholders, including lecturers, students, administrators, and other staff, who may have competing priorities and perspectives. Conflict can arise from differences in opinion on academic policies, research interests, or resource allocation or even from personal disagreements (Fowden & Moore, 2012;Rockett, Fan, Dwyer, & Foy, 2017;Yidana, 2022). If left unmanaged, these conflicts can escalate and negatively impact the work environment, leading to decreased productivity, increased turnover rates, and a breakdown in trust and collaboration among stakeholders.…”

Ubuntu Politics of Process: An Alternative Conflict Management Culture in Universities

“…The world of higher education is rife with internal and external conflicts. Examples of these conflicts include clashes between university authorities and students, staff unions and university authorities, as well as disputes between students and other students or between staff members themselves, and even institutional bullying (Akpotu et al, 2008;Arikewuyo, 2009;Hodgins & Mannix-McNamara, 2021;Ihuarulam, 2015;Kumari & Fernando, 2022;Yidana, 2022). These conflicts arise due to unethical politics of process, including anti-people management mechanisms, issues related to power dynamics, disciplinary policies, access to resources, or differences in ideological perspectives.…”