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President's 2013/2014 Report

Section 2: Academic Year Review: 2013/2014


Introduction

Regent University, during the 2013/2014 academic year has worked relentlessly as has always been the case in the past years to impact knowledge to the students that have taken advantage of the immense opportunities. The year has been successful with another intake of students and output of excellent graduates.

 

A.    Student Information

2.1 Current student Population Distribution

In the 2013/2014 academic period, there were a total of 2124 students in the undergraduate programmes. Out of this, a total of 442 graduated, leaving the current undergraduate student population to 1682. Below is the summary statistics of the current student population by School and by programme.

 

Students Population for 2013/2014 Academic Year

Programmes

Population

Percentage per programme

% per Schools

SBL

898

 

53%

B.Sc (Accounting & Information Systems)

223

25%

B.Sc (Banking & Finance with French)

97

11%

B.Sc (Economics with Computing)

63

7%

B.Sc (Management with Computing)

377

42%

BBA (E-Commerce)

138

15%

SIET

648

 

39%

B.Eng (Applied Elect & Syst Eng)

365

56%

B.Sc (Computer Science)

122

19%

B.Sc (Info Sys Sciences)

161

25%

FAS

136

 

8%

B.Sc (Psy & Hum Dev)

108

79%

B.Th and Management

28

21%

Grand Total

1682

 

 

Student Population by Gender: 2013/2014

 Student Population by Gender: 2013/2014

Student Population and Gender and Schools: 2013/2014

 Student Population and Gender and Schools: 2013/2014

 

Student Population by Nationality: 2013/2014

 Student Population by Nationality: 2013/2014

Student Population by Nationality and Schools: 2013/2014

 Student Population by Nationality and Schools: 2013/2014

 

2.2  Enrolment in 2013/2014 Academic Year

Total enrolment in the year 2013/2014 was 487 fresh students in all the undergraduate programmes in the three schools. This is distributed among the schools as 53% for SBL, 40% for SIET, and 7% for FAS. The total enrolment in 2013/2014 is 18% below the 2012/2013 year enrolment of 593. The decline is largely due to decline in enrolment by Ghanaian students which has reduced by 30% compared to the previous year. Foreign students are however taking full advantage of the opportunities available at Regent-Ghana, showing a marginal increase of 10% (about 198 student’s enrolment against 180 in the previous year). Admitted students were enrolled into the various programmes at levels 100, 200 and 300 depending on their entry qualifications.

Undergraduate Admission and Registration Statistics from 2011/2012 to 2013/2014

Admission for the year

2011/ 2012

2012/ 2013

2013/ 2014

Percentage change in enrolment over 2012/2013

Number of applicants

1033

1259

1005

-20%

Applicants qualified for admission

728

886

653

-26%

Total number offered admission

729

886

653

-26%

Total number of registered students

574

593

487

-18%

Number of Local students

523

413

289

-30%

Total number of Foreign students

51

180

198

10%

 

Enrolment by school and Programme: 2013/2014 academic year

School

Programme

2012/ 2013

2013/ 2014

Percentage change in
enrolment within programmes 
& schools

SIET

Computing with Education

0

0

0

 

Computer Science

48

41

-15%

 

Inf. Systems Science

46

46

0%

 

App Electronics & Sys Eng

158

110

-30%

 

Total

252

197

-22%

SBL

Accounting & Infor Systems

94

63

-33%

 

Management with Computing

130

99

-24%

 

Banking & Finance with French

22

17

-23%

 

BBA E-Commerce

44

40

-9%

 

Econs. With Computing

13

38

192%

 

Total

303

257

-15%

FAS

Human Dev & Psychology

32

32

0%

 

Theology with Management

6

1

-83%

 

Total

38

33

-13%

 

Total

593

487

-18%

 

2.2.1 Foreign Students and Ghanaian Students Enrolment: 2013/2014

The year student enrolment is distributed as 56% Ghanaian students and 44% Foreign students. Compared with the previous year, enrolment by Ghanaian students has declined by 30% while foreign enrolment has increased by 11%.

 

Enrolment by Ghanaian students and Foreign students in the 2013/2014 Academic Year

Enrolment by Ghanaian students and Foreign students in the 2013/2014 Academic Year

 

Enrolment by Ghanaian students and Foreign students Compared for 2012/2013 & 2013/2014 Academic Years

Enrolment by Ghanaian students and Foreign students Compared for 2012/2013 & 2013/2014 Academic Years

 

2.2.2 Enrolment by Level and Session in 2013/2014 Academic Year

Majority of the students joined the various programmes at level 100 (80%) and in the Morning session (74%). Those who joined at level 200 and level 300 were mainly in the Weekend session.

 

Enrolment by Level and Session: 2013/2014

 

Session

   

Level of Entry

Evening

Morning

Weekend

Grand Total

Level 100

29

349

14

392

80%

Level 200

11

6

33

50

10%

Level 300

8

4

33

45

9%

Grand Total

48

359

80

487

100%

10%

74%

16%

100%

 

 

2.3 Graduates Output for the 2013/2014 Academic Year

The total number of graduates produced for the year 2013/2014 academic year is 503; 442 (88%) graduates in the Undergraduate programmes and 61 (12%) in the Postgraduate programmes.

 

Graduate Output in the Undergraduate and the Postgraduate Programmes in the 2013/2014 Academic Year

Graduate Output in the Undergraduate and the Postgraduate Programmes in the 2013/2014 Academic Year

Undergraduates

442

88%

Postgraduates

61

12%

Total Graduates

503

100%

 

2.3.1 Graduates Output (Undergraduate) for the 2013/2014 Academic Year

The total number of graduates produced for the year 2013/2014 under the undergraduate programmes is 442.

 

Graduate Output per Programme in the Undergraduate and the Postgraduate Programmes in the 2013/2014 Academic Year

PROGAMME

Total Graduates

Percentage
Distribution within
Schools

Percentage distribution
within  the Undergraduate
Programmes

Computer Science

28

19%

6%

Information Systems Sciences

32

22%

7%

Instructional Technology

5

3%

1%

Instrumentation Engineering

51

35%

12%

Telecommunications Engineering

27

18%

6%

Computer Engineering

4

3%

1%

SIET

147

100%

33%

       

Accounting & Information Systems

74

27%

17%

Banking & Finance with French

33

12%

7%

Business Administration

16

6%

4%

Economics with Computing

9

3%

2%

Management with Computing

142

52%

32%

SBL

274

100%

62%

       

Human Development & Psychology

19

90%

4%

Theology with Management

2

10%

0%

FAS

21

100%

5%

Undergraduates

442

 

100%

 

2.3.2 Graduating Class Distribution (Undergraduate) for the 2013/2014 Academic Year

Majority of the graduates (56%) completed with second upper and only 11% had first class. The distribution of the classes follows similar pattern as realized in the previous year.

 

RUCST 2013/2014 Graduating Class Distribution (Undergraduate)

 

Graduating Classes by Programme and by School for 2013/2014 Academic Year

Graduating Classes by Programme and by School for 2013/2014 Academic Year

 

Graduating Classes Compared for 2012/2013 and 2013/2014 Academic Years

Graduating Classes Compared for 2012/2013 and 2013/2014 Academic Years

 

2.3.3 Regent-Ghana Graduating Trend (Undergraduates)

Regent University had its first graduation ceremony in the year 2007/2008 where 56 students graduated. The institution has expanded in terms of teaching and learning facilities as well as an increase in the student population. The graduate output has similarly increased over the years reaching a total of over 2315 at the end of the 2013/2014 academic year.

 

RUCST Graduating Trends over the past Seven Years (Undergraduates)

RUCST Graduating Trends over the past Seven Years (Undergraduates)

 

 

2.4  Post Graduates Programmes

In the 2013/2014 academic year, there were a total of Sixty (61) graduates from the post graduate programmes; forty one (41) graduated from the MSc Statistics programme, thirteen (13) from the Regent-Maastricht MBA programme; two (2) from the Master of Divinity, and Five (5) from the Master of Theology programmes.

 

Graduates from the Post Graduate Programmes in the 2013/2014 Academic Year

Graduates from the Post Graduate Programmes in the 2013/2014 Academic Year

Master of Business Administration (MBA)

13

22%

Master of Divinity (M.Div)

2

3%

Master of Theology (M.Th)

5

8%

MSc. Statistics

41

67%

Postgraduates

61

100%

 

The current student population in the post graduate programmes stands at 36 students; 22 in the MSc. Statistics programme, 10 in the MBA programme with completion of the course work, 2 in the Master of Divinity and 2 in the Master of Theology.

 

B.     Programme Re-Accreditation

Regent-Ghana has consistently maintained a proactive approach in ensuring timely and continual reaccreditation of all programmes. The Institutional Research, Planning and Quality Management unit, as part of its mandate, works to ensure that all programmes are duly accredited and all regulatory requirements are met by Regent-Ghana. Most of the programmes have been reaccredited; there are few programmes awaiting finalization of their reaccreditation. During the year under review, there were positive communications with the National Accreditation Board (NAB) towards the finalization of programmes in the re-accreditation process.

President’s Annual Report 2013/2014


As a private tertiary institution located in Accra, Ghana, the Regent University College of Science and Technology (Regent-Ghana) is extending science, engineering and technology education to students in Ghana. The University prepares graduates who have the proficiency to deal with the challenges of the 21st century, the capacity for insightful understanding of prevailing economic issues and technological problems.

 

Table of Contents

 

Section 1: Institutional Background

 

Section 2: Academic Year Review: 2013/2014

 

Section 3: Faculty & Staff for 2013/2014 Academic Year

 

Section 4: Infrastructural Development and Initiatives

 

Section 5: Corporate Social Responsibility

 

Section 6: Learning Materials and Publication

 

Section 5: Corporate Social Responsibility


So far all the interventions by Regent-Ghana through its corporate social responsibility have been very impactful. This year, the university again honoured its Corporate Social responsibility promise by continuing to give back to the community.

 

5.1 Rural Educational Project: Scholarship for Needy Students

Under the Rural Educational project, Regent-Ghana is dedicated to improving the quality of life students through educational support.

 

5.1.1 Scholarships

In the 2013/2014 academic period, Regent-Ghana provided scholarship in the form of payment for tuition fee, boarding fee, books and stationery to a total number of eight (8) students from the Adimadim Kyenku-Larb D/A JHS into the SHS level. Four of the students on the scholarship have gained admission into Suhum Presbyterian School and have since commenced classes. The remaining four have also commenced school at Ofori Panin SHS at Kokorantumi.

Regent University College has elected to support these students as a way of giving back to society by ensuring that those who may never have the chance of education are provided one. Regent University College understood that there was a basic need and took on the responsibility. Regent has brought joy in the lives of these families by affording their children the opportunity to go to school and dream big dreams. The hope is that these very same students will go on to university, hopefully Regent University College, and become excellent leaders in Ghana and Africa. To Susana Amoabea, Godfred Attah, Mercy Duodua, Frank Ofori, Fatima Fuseini, Nomegnui Koku Mawuli, Stephen Ntow, Samuel Tetteh; Regent University College wishes you all the best. It is our hope that you make the most of this situation and make your parents, community, Regent University College, Ghana and the world at large proud. We are behind you 100%.

As part of efforts to improve the quality of education in the area, Regent-Ghana assigned a lecturer to handle some of their courses, and to help improve pass rate of the BECE exams.

 

5.1.2 Electrification Project for Adimadim Village

The university helped the Adimadim village (a village it has adopted to improve the quality of education) in the Ayensuano constituency in the Eastern Region of Ghana to be put on the National Grid for the first time in the history of its inception. As a result of the electrification, all BECE students that the JHS D/A school presented passed the exams.

                                                                                                    

5.2 Expansion of Computer Facilities at Akuapim North Distric SHS & JHS

Having realized the positive outcome of the improved computer laboratory provided by Regent-Ghana for the Latter Senior High School, the university is expanding the Rural Educational Project (Improving Computer Availability and Accessibility) to other schools. The aim of the project is to enhance deprived schools with ICT facilities, so they could compete with schools in the Urban areas.

In the 2013/2014 academic year (October 2013), Regent University College of Science and Technology as part of performing its corporate social responsibilities undertook an empirical research on ICT facilities in Akwapim North District. The study focused on the availability and state of computer labs, internet accessibility, and electricity supply to the schools, ICT teacher qualification and the percentage pass for ICT in the 2013 BECE.

One hundred and ten (110) JHS and SHS were visited in the District and respondents included the head mistress/head masters and ICT teachers of the various schools. Analysis of the data through computing frequencies and cross tabulation revealed that, seventy two (72) of the schools have not received any extra training in ICT, which limited their knowledge in ICT in terms of up and coming technology. The survey revealed that fifty five (55) of the schools surveyed do not have a computer laboratory. Another finding from the survey was that, due to the lack of ICT facilities, as much as twenty nine (29) schools did not partake in the ICT exam in the 2013 BECE. The lack of computers/ICT facilities in some of the schools makes the pedagogy of ICT deficient. Until these schools get the necessary facilities, understanding the concepts of ICT will be difficult. Plans are underway for resource mobilization and allocation of the ICT facilities to the needy schools.

Section 6: Learning Materials and Publication


6.1 The Regent-Ghana Libraries & Learning Resources

Regent University continues to keep its four campus Libraries updated with quality and current print and electronic materials.  The current total books in stock is over 19,101 volumes with 909 Audio-Visual Materials, 171 soft readings, 54 print journal titles, over 7 networked databases, as well as videos, manuscript and pictorial materials. The learning electronic resources are accessed via the University’s website at  http://regentghana.net/index.php/academics/libraries/e-journals-e-books. Among the key electronic databases are;

  1. Directory of Open Access Journals http://www.doaj.org/doaj?func=home&uiLanguage=en
  2. Electronic Journals Library
  3. http://rzblx1.uni-regensburg.de/ezeit/index.phtml?bibid=AAAAA&colors=7&lang=en
  4. Highwire Press Journalshttp://highwire.stanford.edu/lists/freeart.dtl
  5. Electronic Journals and Newspapers on Africahttp://www.columbia.edu/cu/lweb/indiv/africa/ejournals.html
  6. JSTOR http://www.jstor.org
  7. HINARI Research in Health (http://extranet.who.int/hinari/en/journals.php
  8. BioMed Central http://www.biomedcentral.com/inst/402143
  9. Wiley Online Library http://onlinelibrary.wiley.com/
  10. ACM e-Books series http://dl.acm.org/

 

6.2 Publications in the 2013/2014 Academic Year

Relevant publications during the year are listed below;

 

School of Informatics, Engineering and Technology (SIET)

  1. Moffatt S, Wiehle S   and Cristiano R (2013). In Vitro Assessment of Radiolabeled Monoclonal Antibodies for the Extracellular Domain of Prostate-specific Membrane Antigen. Jnl of Med and Pharm Sci. 8:226-228.
  2. Moffatt S, Cristiano R and Boyle R (2013). Combined Formulation of Doxubicin-Arg-Gly-Asp (RGD) and Modified PEGylated PLGA-encapsulated Nanocarrier improves Anti-tumor Activity (2013). Int Jnl of Nanosci and Nanotechnol 4(1): 19 – 34
  3. Henry Osborne Quarshie (2013). Fighting Cyber Crimes in Africa – Issues of Jurisdiction. Jnl of Emerging Trends in Computing and Info. Sciences 4(1):42 – 45
  4. Godfred Koi-Akrofi, Henry Quarshie, & Joyce Koi-Akrofi, J. (2013). Information Technology Project Failures in Organizations in Ghana. Jnl of Emerging Trends in Computing and Info. Sciences 4(1):100 – 107

 

Ongoing Research: (2013/2014 Academic Year)

  1. Dr. Stanley Moffatt
    NANOMEDICINE: FROM BENCH TO BEDSIDE - principles, strategies and perspectives (book in preparation)

  2. Dr. Stanley Moffatt
    Fundamentals of  Nanoengineering ((book in preparation)

 

Faculty of Arts and Sciences (FAS)

  1. Glozah, F. N. & Pevalin, D. J. (2014). Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis. Journal of Adolescence, 37 (4), 451-460
  2. Glozah, F. N. (in press). Exploring the role of self-esteem and parenting on alcohol use and abuse among adolescents. Health Psychology Research.
  3. Glozah, F. N. (2013). Effects of academic stress and perceived social support on the psychological wellbeing of adolescents in Ghana. Open Journal of Medical Psychology,2(4), 143-150.
  4. Glozah, F. N. (2013). Human vision is often taken for granted: consequences of visual guidance on balance control. International Journal of Physical and Social Sciences, 3(10), 577-588.
  5. Ampomah, M. A.,  Mate-Kole, C. C, Ofori- Atta, A., Anum, A., Ohene, S., Ekem, I., Acquaye, J. K., Ankra-Ba, G. A., Sey, F., & Sefa-Dedeh, A. (in press). The Neuropsychological functioning among adult sickle cell disease patients in Ghana. University of Ghana Reader Project.

 

Conferences & Meetings held/attended

  1. Glozah, F. N. (2014, July). Parenting patterns and alcohol use and abuse among adolescents in Ghana:  The mediating role of self-esteem. Paper accepted for presentation at the 28th International Congress of Applied Psychology, Paris, France. 
  2. Komesuor, J. (2014, July). Effects of mass media and tobacco promotion on smoking among adolescents in Ghana. Paper accepted for presentation at the 28th International Congress of Applied Psychology, Paris, France. 
  3. Adu N.A.T. (2013, May). Coping with the Behavioral Changes of Demented Parents. Paper Presented at a Workshop on Caring for the Aged, Kama Conference Center, Accra, Ghana.
  4. Ampomah, M. A.,  Mate-Kole, C. C, Ofori- Atta, A., Anum, A., Ohene, S., Ekem, I.,  Acquaye, J. K., Ankra-Badu, G. A., Sey, F., & Sefa-Dedeh, A.(2012). The Neuropsychological functioning among adult sickle cell disease patients in Ghana. Mental Health and Society Conference, UG, Legon, Accra.
  5. Ampomah, M. A. (Sept, 2013) Neuropsychological functioning among adult sickle cell disease patients in Ghana. Hematology Department, Korle-Bu Teaching Hospital
  6. Ampomah, M. A. (Sept, 2013). Anger Management.  Hematology Dept, University of Ghana Medical School, University of Ghana.
  7. Ampomah, M. A. (Oct, 2013) Neuropsychological functioning among adult sickle cell disease patients in Ghana. School of Medicine and Health Sciences, University of Development studies.
  8. Ampomah, M. A. (Oct, 2013). Sickle Cell Condition is it a curse? Rev. Thomas Clegg Memorial Methodist Church.
  9. Boafo, I.M., Dagbanu, E. A., & Oppong Asante, K. (in press). Dating violence and self-efficacy for delayed sex among adolescents in Cape Town, South Africa. African Journal of Reproductive Health, 18(2),
  10. Oppong Asante, K., Osafo J., & Nyamekye, G. K. (2014). An exploratory study of factors contributing to divorce among married couples in Accra, Ghana: A qualitative approach. Journal of Divorce and Remarriage, 55(1), 16–32.
  11.  Oppong, S., Oppong Asante, K., & Kumako, S. (2013). History, development and current status of psychology in Ghana. In C. S. Akotia & C. C. Mate-Kole (Eds.), Contemporary Psychology: Readings from Ghana (pp. 1-17). Accra, Ghana: Digibooks.
  12.  Oppong Asante, K. (2013). HIV/AIDS knowledge and uptake of HIV counselling and testing among undergraduate private university students in Accra, Ghana. Reproductive Health Journal, 10(1), 17.
  13. Oppong Asante, K., & Oti-Boadi, M. (2013). HIV/AIDS Knowledge among University students: Implications for Health Promotion programmes in Ghana. African Health Sciences, 13(2), 263–270

Section 4: Infrastructural Development and Initiatives


4.1 Construction of Regent Permanent Campus at McCarthy

At long last, the dream of developing the McCarthy satellite campus into an ultra-modern purpose build campus for Regent-Ghana was near realization. Regent University College, in the 2013/2014 academic year, on April 2, 2014 witnessed the  sod cutting ceremony, led by the Founder and President, Prof. E.K Larbi for the commencement of construction project. This exercise marked a new chapter in the university’s history as it commits to becoming a leading, cutting-edge university in Africa, producing purpose-driven human resource with science and technology expertise to function as change agents in our competitive global environment.

Among the special guests and dignitaries in attendance was Apostle Michael Aseidu, Witness Director of the Church of Pentecost, and a Member of the Council of the University. Prof. E.K Larbi prayed and committed this project and the university into the hands of God. Also in attendance was the Municipal Chief Executive Officer of Weija Municipal Assembly, Honorable Jerry .A. Thompson who was accompanied by other friends from the Municipality to witness the ceremony. The Chinese construction firm that has been contracted to build the structures, Happy Check Company Ltd. has assured Regent-Ghana of high standard buildings and on schedule.

The first phase of the project is expected to be completed by December, 2014 to facilitate the movement of the University to a central location. It is the hope of the university that once this project is completed more courses will be introduced with resulting increases in overall student enrolment.

 

4.2 Establishment of Institutional Advancement Office

As part of its efforts to build structures with clearly defined objectives tailored to the needs of our students, and also to streamline and derive maximum efficiency from the various divergent activities, the University has established the Institutional Advancement Office, where the University has appointed Dr. Stanley Moffatt (former Dean, School of Informatics, Engineering and Technology) as the new Vice President for Institutional Advancement. The Advancement Office brings together the University Student Recruitment, Communications, Financial Engineering & Allied Services, as well as  Institutional Research, Planning & Quality Management into a team whose primary purposes include building enduring relationships with all constituents and generating diverse resources that will facilitate the University’s academic, research, economic development and public service excellence. The Office of the Vice President for Institutional Advancement coordinates the advancement team to raise the profile of the University, promote its outstanding reputation, and reach our strategic goals. As part of his responsibilities, Dr. Moffatt will work closely with relevant institutions, agencies and departments within and outside the University College to ensure that the University achieves a fully-fledged University status with a Government Charter in a relatively short time.

 

Organogram of the Institutional Advancement Office

 

4.3 Establishment of the Math Learning Center (MLC)

The mission of the Math Learning Centeris to assist students in developing the knowledge base, skills, and strategies that will help them to become confident, independent, and active learners in Math by fostering a more interactive tutor-student environment where academic learning flourishes. Ultimately, Regent University is putting up this center to address one of the major needs of the students - that of passing their Mathematics related courses.  The MLC is dedicated to developing and maintaining effective and high quality mathematics learning by: 

  1. creating a welcoming, safe and conducive environment where all can learn
  2. providing tutoring services in mathematics that address the needs of our diverse student population
  3. encouraging a variety of learning strategies
  4. empowering students to achieve their highest potential both in and outside of the classroom
  5. elevating students' confidence
  6. cooperating with faculty and staff to meet student needs

Section 3: Faculty & Staff for 2013/2014 Academic Year


Regent-Ghana continues to maintain its staff strength at the faculty level and at the administrative level. Currently, there are a total of one hundred and eight (108) faculty staff comprising sixty one (61) full time, thirty eight (38) part-time staff and nine (9) Teaching Assistants. The administrative staff strength still stands over 120 staff.

 

Summary of Faculty Size in the various Schools and Centres

Faculty/ Department

Full Time

Adjunct

Sub Total

Teaching Assistant

Total

 SBL

23

15

38

5

43

  SIET

21

11

32

4

36

  FA &S

12

9

21

 

21

 Graduate School (MSc Statistics)

   

 

 

 

 Regent Institute of Languages and General Studies

5

3

8

 

8

 

61

38

99

9

108

 

3.1 Staff Recruitment /Appointments

a.      Key Executive Appointments

 

Dr. Stanley S. Moffat

Dr. Stanley Moffatt has been appointed as the new Vice President for Institutional Advancement.

Prior to this appointment, Dr. Moffatt had spent five years as the Dean of the School of Informatics, Engineering and Technology (SIET) of our University College, where he made a number of significant contributions one of which was the Re-accreditation of SIET Programmes.

Dr. Moffatt is a Fellow of the American Association of Nanotechnology, and visiting scholar at Purdue University School of Nanomedicine (USA). Before joining Regent University College, he held a Faculty position as an Assistant Professor at NOVA Southeastern University in Florida (USA).

Dr. Moffatt serves as an External Examiner for the MPhil degree, Biomedical Engineering Department, University of Ghana, Legon, a member of the Accreditation team by the National Accreditation Board. He is currently serving on the Faculty as a visiting Professor at the first Nano School of the Center for Scientific and Industrial Research (CSIR) in Pretoria, South Africa.

Dr Moffatt is an astute and a prolific researcher with more than 25 international peer-reviewed publications to his credit. He has made numerous presentations at various international meetings in Europe, USA and Asia. He is currently the Africa Coordinator for USEACANI (US-Europe-Asia Pacific- Caribbean Nanotechnology Initiative).

As part of his responsibilities, he will work closely with relevant institutions, agencies and departments within and outside the University College to ensure that the University achieves a full-fledged university status with a Government Charter in a relatively short time. Dr. Moffatt will also provide vision, leadership and direction to the Advancement Office which comprises the following four units: Student Recruitment, Communications, Financial Engineering & Allied Services, and Institutional Research, Planning & Quality Management

 

Ms. Nancy Ansah

Ms. Nancy Ansah has been appointed as the new Registrar of Regent-Ghana. She joined Regent-Ghana in 2007 as the first Public Affairs Manager of the university. She was later appointed the Coordinator of the Regent-Maastricht MBA Programme, and also managed the University’s Scholarship Scheme. Ms Ansah worked as the Acting Deputy Registrar in the office of the President and later Acting Deputy Registrar in the Registrar’s office. She is the third in line after Dr. Isaac Ohene and Mr. Albert K. Amonoo, the Senior Vice President, who was the acting Registrar for several years.

Ms. Ansah has recently been offered admission for a PhD in Social Policy at the University of Sheffield, UK. She holds an MPhil in International Affairs with a research which focused on Gender and International Politics from the Legon Centre for International Affairs (LECIA), University of Ghana, Legon. She also holds an MBA from the Maastricht School of Management (The Netherlands) and a BA in English and Russian Languages from the University of Ghana, Legon.

Ms. Ansah is the President of the Society for Women and AIDS in Africa (SWAA) Ghana, for two consecutive terms, and the immediate past Vice President (SWAA). She has led fund-raising projects for many women-centred programmes particularly in the area of reproductive health including HIV and AIDS.

Furthermore, she has led the implementation, monitoring and evaluation of projects sponsored by USAID, UNFPA, Marie Stopes International, Global Fund for Women, Ghana AIDS Commission inter alia. She is an astute conference speaker on issues relating to Women & Health, Women & Politics and Women & Economics. As part of her official mandate, Ms. Ansah will be in charge of the management and supervision of the operations of Admissions, Registration, Assessment and General Services. She will also provide administrative support to the entire university staff and student body.

 

Dr. J. Boakye

Dr. J. Boakye has been appointed the Director for Institutional Research, Planning & Quality Management.

He joined the Regent University College faculty as a senior lecturer in the teaching of Economics and Business courses. Dr. Boakye earned his Ph.D. in Economics and Human Resources from the University of Illinois (USA), MSc. at the University of Guelph (Canada), and BSc at the University of Ghana.

The Director for Institutional Research, Planning & Quality Management is responsible for contributing to management decision making regarding academic, administrative and support services associated with the University’s business. Dr. Boakye will work and contribute to quality standards, cost management, efficiency and productivity.

 

Dr. Paul K. Obeng

Dr. Paul K. Obeng has been appointed as the Dean of the School of Informatics, Engineering and Technology (SIET) as a replacement for Dr. Stanley Moffatt, now Vice President for Institutional Advancement.

Dr. Obeng is a Nuclear Instrumentation Specialist with several years of teaching and practical experience. He obtained his PhD in Physics from the University of Cape Coast and MSc. Degree in Physics and Mathematics (Radio and Electronics Option) from the Friendship University, Moscow, Russia in 1983. Between May 1985 and March 2013, he worked as a Senior Research Officer and Manager of Digital Electronics and Nuclear Instrumentation Centre (DENIC), now Engineering Services Centre (ESC) of Ghana Atomic Energy Commission.

He was also a lecturer at the Graduate School of Nuclear and Allied Sciences, University of Ghana, Atomic Campus where he taught Nuclear Instrumentation and Electronics and Nucleonics. At University of Cape Coast (UCC), Physics Department, Dr. Obeng taught both Microprocessor Technology, and Microprocessor Design I & II for level 400 and MPhil students respectively. As a team leader at Ghana Atomic Energy Commission (GAEC), Dr. Obeng and his colleagues participated in various COMPUTECH Shows in Ghana where they won several awards. Dr. Obeng brings to Regent University College a wealth of experience in his field of specialization to support the vision and mission of the university as we aim at making Regent University a place of excellence and a world class institution.

 

b. Visiting Scholars

As part of the Regent-Ghana’s vision of building a world class university which requires, inter alia, the recruitment of a world class international and local faculty and also ensuring technology transfer, the institution regularly extends invitation to reputable and experienced scholars to come and share their experience and knowledge with the faculty members and the students. In the 2013/2014 academic year, the institution was privileged to have three visiting professors;

 

Prof. Adefemi Sunmonu

Dr. Sunmonu is currently an Associate Professor of Mathematics and the Director of Mathematics Learning Center at the City University of New York, York College.

He joins Regent Ghana to assist in improving the curriculum of the University, particularly those related to the School of Informatics and Engineering and share his expertise with faculty members through workshops and seminars. He also teaches courses in the field of Computer Science, mathematics and other related subjects in the university.

 

Prof. Satyendra Singh

Prof. Singh is the Director of Centre for Emerging Markets, and Professor of Marketing and International Business in the Faculty of Business and Economics at the University of Winnipeg, Canada, and Editor-in-chief of International Journal of Business and Emerging Markets, UK. His visit this time is the fourth time visiting Regent University College.

He shared his knowledge and experience with the Faculty staff and students through seminars, workshops and training that was organized during his period.

 

c. Other appointments

  • Dr. Alfred Attuquaye Botchway, Head, Financial Engineering & Allied Services
  • Dr. Nick Fobih, Senior Lecturer, School of Business and Leadership
  • Michael Doggu - Deputy Registrar, Registry
  • Justice  Emmanuel Appiah - Assistant Registrar (HR)
  • Isaac Obeng- Head, of Student Recruitment
  • Emmanuel Ato Silva Quaye - Head, Communications
  • Shirley Wordie - Assistant Registrar, Office of the President
  • Francis Agbewali- Head, Admissions
  • Festus Otabil - Ag. Head, Human Resources
  • Ruth Africa - Deputy Communications Head

 

3.2 Staff Development

Regent-Ghana is dedicated to building the human capacity at all levels in the institution. This is mostly through staff participation in seminars, workshops and training. Key seminars, training and workshop attended by staff during the year include;

 

1. A Three-Day Study visit for Senior Executives of African Universities Programme

This was a seminar organized by the Advancement Academy-Stellenbosh University in South Africa and the Association of African Universities (AAU) in Accra, Ghana on May 9 to 11, 2013. Key issues of the seminar were Integrating University Advancement as an integral Part of the University’s core function and the Challenges for University Advancement in an African Perspective. Participants were mainly vice chancellors and Directors of higher tertiary institutions. Participants from Regent University College of Science were;

  • Prof E. Kingsley Larbi - President  & Founder of Regent University College
  • Dr. S Stanley Moffatt - Vice President of Advancement Office (Former Dean, School of Informatics, Engineering and Technology)
  • Dr. Godson Tetteh - Former Director of Institutional Research, Planning and Quality Management Unit
  • Mr. Derrick O. Gyamfi – Research Analyst-Institutional Research, Planning and Quality Management Unit

 

2. Training Workshop for Internal Quality Assurance Officers of Tertiary Education Institutions in Ghana organized by the National Accreditation Board (NAB) on October 23 to24, 2013 at the Multi-Purpose Conference Centre of NAB in Accra. The workshop, with the theme; Enhancing skills for internal quality assurance development, was facilitated by the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) consultant, Emeritus Professor Andrew H. Cobb. Participants from Regent University College were;

  • Dr. S. Stanley Moffatt- Vice President of Advancement Office
  • Mr. Derrick O. Gyamfi-Research Analyst, Institutional Research, Planning and Quality Management.

 

3. Dr. J. Boakye, and Mr. Derrick O. Gyamfi, the Director and the Research Analyst, of the Institutional Research, Planning and Quality Management unit respectively attended a Training programme on Quality Assurance which was organized by Tertiary Education Strategy Associates, Ghana (TESAG) on the March 5 and 6, 2014 in Accra.  The theme for the programme was “Achieving Quality Assurance through Governance and Regulations.

 

4. Dr. Stanley S. Moffatt (Vice President for Advancement Office) and Dr. J. Boakye (Director for Institutional Research, Planning and Quality Management Department) attended the NAB Stakeholder Workshop on “Promoting Quality Tertiary Education in Ghana: The Role of Accreditation”. The programme was held at Kumasi on March 20, 2014.  

 

5. Dr. Stanley S. Moffatt has been invited to make an oral presentation on "Nanotech for Drug Delivery and Gene Delivery" at the upcoming 4th Annual World congress of Nanoscience &Technology (Nano S&T-2014) in China, this October, 2014.

 

 

3.3 Other Activities by Regent-Ghana

a.      Educational Support Services (ESS)

Orientation for Newly-Admitted Students

As always done at the beginning of each year the Educational Support Service (ESS), in the 2013/2014 academic year organized orientation programmes for all freshmen and women from February 12 to 14, 2014.

  • The first day of the orientation saw introduction by the Deans and Heads of the departments, and by the Senior Vice President who advised the newly arrived students to harness every given opportunity for their benefits. The Academic Secretary, Mr. Snyper spoke about the Academic Policies and Programmes, the various grading systems in the University and the need to avoid plagiarism and exams malpractices.
  • During day two, Mr. Ernest Obu of the ESS educated the fresh men and women on the importance and essence of the Green book and the Autobiography. He concluded with emphasis on students’ internship and other requirements of the department that were carefully engineered to unearth students’ potentials and requisite competencies for the corporate world. Students were also enlightened by Mr. Francis Agbewale-Head of Admission Unit, on the admission process and requirement.
  • The last day was earmarked for students ‘tour.

 

 

Green Book and Autobiography

The importance of the Green Book and Autobiography cannot be over emphasised. The idea behind the Green Book and the Autobiography is to develop the skills and competencies of students on aspect of life that are not experience in the classroom. By this process, students are required to participate in extra curriculum activities, internship, and university programmes and activities (such as workshops, seminars on various issues). This is also a prerequisite for graduation.

Through this medium, Students are now learning to write comprehensive Autobiographies of their life, keeping good records of the Universities activities as well as those of their workplaces among others. Students, before the period of their graduation, learn how to prepare good CV, business plan, and develop ideas for starting up their own businesses, as well as rich industrial training and experience for the corporate world.

During the 2013/2014 academic year, the ESS department linked a number of the University’s students to the industry for practical training. These opportunities are as a result of strict administration and supervision of students on internship through Green book, thereby enabling students to comport and perform excellently at places of internship bearing in mind that the department, through its followup visits to their places of internship, will evaluate their performances with the Green Book.

During the academic year under review, a total of 514 Green Books and Autobiographies were collected and submitted to the Deans and Heads of Department of the three schools for onward processing.

 

Number of Green Books and Autobiography collected per Schools

 

Workshop

The ESS department organized two main workshops for final year students;

  1. A Four week Health and Safety seminar which featured resource persons from Ghana Fire Service to orient the level students (Level 400 Engineering students) in First Aid Course
  2. A second seminar dubbed, "After School What Next?" was organized in collaboration with Regent Ghana Students Union at City Campus Multi-Purpose Hall.

 

Internship and National Service

Regent University College, through its collaboration with firms in the various industries, continue to provide internship opportunities for its students.  

In the 2013/2014 academic year, internship letters were issued to a total of 257 students to take up an industrial attachment during the long vacation (June-August each year). The ESS department had secured placements for 198 of the students.

A total of 479 of the fresh graduates have been dully selected for processing to commence the National Service Personnel programme.

Summary of list of Students for the National Service Personal Programme

 

b.      Health Bay

The institution’s health bay is well equipped to provide the needed first aids, treatment, and counselling on various ailments for staff and students as well as referrals to hospitals for treatment. Special attention is also provided to staff and students when necessary on health conditions. The institution’s Referral hospitals are Holy Trinity Hospital and Prime Care Medical Center, all within 30mins drive from the City Campus. The Health Bay also assists in organizing Medical Examination to newly admitted students to the University.

Section 1: Institutional Background


Introduction

As a private tertiary institution located in Accra, Ghana, the Regent University College of Science and Technology (Regent-Ghana) is extending science, engineering and technology education to students in Ghana. The University prepares graduates who have the proficiency to deal with the challenges of the 21st century, the capacity for insightful understanding of prevailing economic issues and technological problems.

The University became accredited as a tertiary institution in 2004, and it started operations in January, 2005. The University currently operates at four campuses located at Dansoman, Graphic Road, Lartebiokorshie and the McCarthy Hill. The University is initiating the construction of the McCarthy Campus into an ultra-Modern environment of high learning in year 2014

 

1.1 Vision and Mission

The vision of Regent-Ghana is to endeavour to develop human capital, necessary for national economies to operate at full capacity, with science and technology competencies that give our graduates a comparative competitive advantage at the global scene. The university’s vision includes establishing and maintaining a leading and fine institution of global standards. The University therefore invests in its students, faculty and support staff to achieve this objective.

Christian ethical values are advanced at Regent-Ghana to motivate and fully prepare students to be effective leaders of socio-economic development in the global community.

 

1.2 Schools and Faculties

Regent University College’s commitment in running various programmes of study is ensuring that well-qualified graduates are churned out each year, who have competencies for contributing to the socio-economic development of nations. Regent-Ghana is among the few university colleges in Ghana, at the private level, that has committed itself to addressing the shortage of science, engineering and technology education in Ghana and the rest of Africa.

Currently, the university is organized along three main schools namely School of Informatics, Engineering and Technology, School of Business and Leadership, and Faculty of Arts and Sciences. Each of these schools undertakes both graduate and postgraduate programmes. Generally, the programmes of study fall under Engineering, Science, Technology, Business, Theology, and Human Development and Psychology.

Additionally, Regent-Ghana is one of the few university colleges in Ghana providing the platform for the Ghanaian Corporate Managers and Executives to pursue an AMBA (Association of MBAs) accredited MBA. The MBA is also accredited by the Dutch-Flemish Accreditation Organization (NVAO), Accreditation Council for Business Schools and Programmes (ACBSP) and the International Assembly for Collegiate Business Education (ACBE). Regent-Ghana also has the Institute of Languages and General Studies with a Centre for Academic Writing.  There are seventeen (17) interdisciplinary programmes that are run across the schools.

 

i. Regent School of Informatics, Engineering and Technology

The School of Informatics, Engineering and Technology (SIET), formerly the School of Informatics and Engineering (SIE) is established within the university as a pace-setter in providing high quality and integrated ICT-based university education, having in mind the developmental and technological needs of the African continent. Regent sees the study of the structure, behaviour, and the interactions of both natural and artificial computational systems as a discipline critical to the future development of science, technology and society. In our fast-moving technology oriented world, the discipline of computer science in its various facets, is affecting every aspect of human endeavour.  To reflect the ever-changing nature of computer science and its close interaction with other disciplines, the curriculum of the SIET has taken into consideration broad range of programmes and disciplines.

Programmes offered include:

 

A. Department of Informatics

a. BSc. Computer Science

The BSc (Hons) Computer Science programme provides students with a set of practical skills, which are built on a sound understanding of the principles and theories of computer science. The programme covers hardware (the behaviour and interaction of the electronic components from which computers are constructed), software and methodologies used in the analysis and design processes for computer systems). Students can specialise in areas like Software Engineering, Computer Information Systems, and Internet Computing, depending upon the students interests and career goals.

b. BSc. Information System Sciences

The BSc (Hons) Information Systems Sciences is designed primarily to meet the needs of professionals and practitioners in the ICT industry with practical knowledge in information technology and its allied fields. Whereas the CSc programme is geared towards those who are mathematically inclined with strong academic interests, the Information Systems Sciences programme is tilted towards those with strong professional and practical interests.

This programme is particularly useful for those who want to gain the technical knowledge to use and apply computer technologies in industry, the skills to design and manage innovative information systems, expertise in high demand areas of the computing industry, such as eCommerce and information security.

Our graduates in this programme are found in wide spectrum of scientific careers, particularly those that involve telecommunication, networking, geographical information systems (GIS) and remote sensing experts, web management, systems administration, information management and security, and the technical and organizational skills to convert that data into useful information.

c. BSc. Instructional Technology

The Instructional Technology (IT) programme prepares students to be leaders in any environment that involves the application of digital technologies in learning, including basic schools, adult training and development in business and industry, public/non-profit training, higher education, and life-long learning. As information and communication technologies (ICTs) are transforming the ways people create, disseminate, and apply knowledge, there is the need for educators to de-emphasize the practice of imparting static information and ideas to learners, and instead, develop and deploy purposeful and interactive learning experiences with the aid of these technologies, for the overall advancement of knowledge. 

The Regent Instructional Technology programme therefore prepares students to work with media and computer information systems to analyse, design, develop, implement and evaluate instruction in different learning contexts. Graduates of this programme will therefore be able to design and produce pedagogically sound e-learning interventions, including multimedia CD/DVD-ROMs and web-based or online learning platforms, based on current theory and research in educational technology.

 

B. Department of Engineering

d. B.Eng Applied Electronics and Systems Engineering with options in:

  • Telecommunications Engineering

Telecommunications engineering covers various areas ranging from basic circuit designing to strategic mass developments. The work of the telecommunications engineer, among other things, spans the design and oversight of installation of telecommunications equipment and facilities such as complex Electronic Switching Systems, to Copper Telephone facilities and Fiber Optics. The concentration of this programme will be of interest to those who are academically oriented as well as those with professional goals such as employment with business entities, industrial or governmental agencies, requiring advanced knowledge in telecommunications, network theory and technology. 

  • Instrumentation Engineering

Instrumentation engineering is a specialized branch of electrical and electronic engineering which focuses on the principle, and operation of measuring instruments, which are used in the design and configuration of automated systems. The program aims at preparing engineers for industries with automated processes, such as chemical or manufacturing plants, with the goal of improving system productivity, reliability, safety, optimization and stability.

  • Computer Engineering

There is a dearth of qualified engineers in Africa who can confidently man the existing Computer Systems. Most of the engineers end up with no systematic training in maintaining these systems, nor modifying capability of the systems, when called upon to do so. The intricacies related to sophisticated systems are not properly understood and exploited. Hence this 4 year degree course in Electronics and Computer Engineering is deliberately aimed at meeting these shortfalls.

In the field of Electronics, the Nano technology and in Computer, both Software and Hardware have made giant strides. The knowledge capital requires a thorough understanding of these new techniques and novel concepts. The 21st century engineer should be able to grasp these techniques and master these concepts. 

 

C. Department of Mathematics and Statistics

e. MSc. Statistics

The MSc programme in Statistics aims to provide graduates with knowledge on a broad range of statistical topics and techniques. The programme emphasizes developing one’s ability in solving substantial and realistic statistical problems, communicating the findings effectively and in developing new techniques. The programme is designed to offer students a thorough training in applied statistics and equip them for work as Statisticians in business, consulting firms, education, medicine, government and scientific establishments.

 

ii. Regent School of Business and Leadership

The School of Business and Leadership (SBL) formerly the School of Business and Economics (SBE) adopts a multi-disciplinary approach in the study of business (business with computing. e.g Business Administration (BBA) e-Commerce option, and Economics with Computing) with the aim of producing highly marketable professionals equipped with information technology skills and the competencies and professional skills required in their chosen fields. Students are enabled, with this special arrangement, to acquire the versatility required to function effectively and successfully in today's ICT-driven business environment and thereby bring creativity and innovation to bear on their jobs. With the vision of raising young leaders to champion the affairs of the business world, Leadership is well positioned in the business programmes curricula and hence the change of the school name to Business and Leadership.


The following are the departments under this school and the programmes they each offer:

 

A. Department of Accounting and Business Studies

a. BSc. Accounting and Information Systems

The BSc (Hons) Accounting with Information Systems aims at providing students with the knowledge, understanding and skills relating to accounting practices and theory but with an added emphasis on information systems. This programme has been designed to provide extensive practical experience and theoretical knowledge of computer based business systems. Graduates in this programme are equipped with skills that help them to handle the management of information efficiently for the purposes of decision-making and control. The graduate will also be well prepared for various Accounting and Audit assignments.

b. BSc. Banking and Finance

The multidisciplinary nature of the BSc Banking and Finance programme, allows the student to study business with language as an integrated package. This is what makes this degree distinctive: its combination of three related areas of study, namely Economics, Banking, and Finance with a study of French for business. The programme equips students with a broad understanding of Managerial, Financial, and Economic concepts, enabling them to gain an awareness of the current practices and problems implicit in modern-day banking and finance. 

c. BSc. Economics with Computing

This programme will help the student to develop his or her knowledge of how the financial services sector is exploiting information technology for portfolio management or how E-commerce will change the way we do business in the digital economy. The aim of this degree is to train students in Economics with Computer Science and to provide them with the knowledge and skills required to develop future careers in Business, Finance or Government.

d. Bachelor of Business Administration (BBA) e-Commerce option

The programme provides a well-rounded business education with specialization in e-commerce. It is designed to help students develop an in-depth understanding of one of the modern business concentrations and learn a broad range of managerial capabilities, problem solving and communication skills. The programme aims at developing students' intellectual ability, executive personality and managerial skills through an appropriate blend of business acumen and education. The programme is to provide a better understanding of the role and nature of business in contemporary society brought about by the rapid changes in technology, resource allocation, structural shifts in the economy, and changes in consumer preferences, global competition, and shifts in the employment market, environmental issues, and media.

 

B.  Department of Management Studies

e. BSc. Management with Computing

This ICT-driven programme aims to produce graduates equipped with the relevant management and computing skills critical for the modern business environment. The course is meant to provide a cutting-edge training in general management as well as an in-depth training for those who wish to undertake or enhance a career in human resource management and marketing management in the rapidly changing ICT-driven business environment. Graduates are offered the practical management education and enough breadth in complementary academic subjects to prepare them to function effectively in complex organizations, government, industry, e-commerce firms, large or small business, financial institutions, manufacturing, distribution, retailing, the service sector. Those with an entrepreneurial spirit may choose to start their own company.

f. Master of Business Administration (AMBA Accredited (MBA))

The Regent-Maastricht MBA is a joint AMBA accredited program between Regent University College of Science and Technology and Maastricht School of Management, the Netherlands. The program provides insights into local and global leadership challenges. It provides the necessary critical tools needed for one to function as a transformational leader, as Africa works towards an authentic identity in the global community. Graduates are offered the practical management education and enough breadth in complementary academic subjects to prepare them to function effectively in complex organizations, government, industry, e-commerce firms, large or small business, financial institutions, manufacturing, distribution, retailing, the service sector.

The programme has the following specializations:

  • Management Information Systems (MIS)
  • Corporate Strategy and Economic Policy
  • Aviation Management
  • Banking and Finance
  • Accounting

 

C. Regent Business Development Centre

On a regular basis, Regent University offers innovative instructional programmes that meet the University's standard of excellence, and are possibly unavailable elsewhere in the country. These rigorous, professionally oriented programmes cater for all categories of working professionals and students who seek intensive training in a particular field for career advancement, undergraduate and graduate school preparation, professional certification etc.

These are classified as Short-term Courses and Consultancy Services

 

iii. Regent Faculty of Arts and Sciences (FAS)

The Faculty of Arts and Sciences (FAS), formerly the School of Theology, Ministry, and Human Development (STMHD), was established to provide high level training to support theological and allied education in the country in view of an increasing interest in formal ministerial training among a cross section of the membership and leadership of the Pentecostal and Charismatic churches today.

The following are the departments under this school and the programmes they offer:

 

A. Department of Theology and Ministry

a. Bachelor of Theology and Management

There is increasing interest in formal ministerial training in Ghana today, stemming from a growing recognition among Ghanaian church ministers that the pastor needs to be an expert in his career and area of his calling in order to be able to properly interpret the Bible and more skilfully manage the fast growing congregations of various churches. Especially, the pastors of the fast growing Pentecostal and charismatic churches are beginning to appreciate the importance of a good academic preparation in the use of the scriptures and proper church administration. However, their church-based Bible Schools are not sufficiently equipped in terms of qualified human resource and adequate learning resources to provide them with the high level of training they need. It is obvious that the few existing seminaries and religious departments in Ghanaian universities cannot meet the increasing demand for proper ministerial training in the churches. It is for this reason that the Regent Divinity Department joins the other theological institutions in the country to support theological education by offering the Bachelor of Theology with Management.

The objective of this programme is to deepen the minister's understanding and expression of Christian faith and to equip him or her with the managerial skills needed in managing the church. The programme is designed to equip present and prospective church leaders with solid theological foundation coupled with well-grounded people management skills.

b. Master of  Divinity (M.Div)

The objective is to deepen the minister's understanding and expression of the Christian faith and to equip him or her with the managerial skills needed in managing the church. The courses are designed to equip present and prospective church leaders with solid theological foundation coupled with well-grounded people management skills. A graduate with a Master of Divinity degree is well-prepared for higher graduate study with many possible specializations. Apart from the ministerial emphasis, the critical thinking skills and open perspective offered by this programme allow students to pursue professional degrees in a wide variety of fields such as counselling and education.

c. Master of Theology (M.Th)

The Master of Theology programme is designed to provide students an opportunity for advanced study and guided research in theological studies to achieve a high level of competence in theological education and ministry. The programme is to address the need for qualified individuals with a competent background in church leadership in view of the continual growth in population and services in churches in Africa.

 

B. Department of Human Development and Psychology

d. BSc. Human Development and Psychology

This programme, with its emphasis on development, is designed to provide in-depth study in an area that complements professional preparation for the fields of teaching, social work, leadership, juvenile justice and youth advocacy. The programme is also recommended for students interested in pursuing graduate studies in related areas. 

The programme is rooted in the intellectual traditions of psychology, sociology and anthropology. The theories, research and practices of this multidisciplinary field of inquiry contribute to a greater understanding of human experience in our complex and changing world. The Leadership courses are designed for those who wish to develop specialized skills in leadership, policy and administration. Students prepare for leadership roles in care programs, public and private schools, policy arenas, and professional organizations. 

 

1.3 Affiliations

Locally, Regent-Ghana is currently affiliated to the Kwame Nkrumah University of Science and Technology, in Kumasi. Its theological programmes are certified by Trinity Theological Seminary at Legon, Accra. The University of Education, Winneba certifies its Human Development and Psychology programme (undergraduate). Regent-Ghana’s international partners include Maastricht School of Management, Maastricht, the Netherlands; Clarion University of Pennsylvania, USA; Deggendorf University of Applied Sciences, (Germany); Lulea University of Technology (Sweden); Wheelock College, Boston, (USA); and University of Applied Sciences, Umwelt Campus, Birkenfeld, Germany. The University is a member of the Conference of Heads of Private Universities, Ghana and has also applied for membership of the association of African Universities (AAU).

 

1.4 Governance

The principal governing body of the University is the University Council. Authority in purely academic matters lies with the Senate (Senatus Academicus). The Regent Ghana Students' Union (RGSU) provides a variety of services and facilities for the student population. The RGSU parliament represents students on various committees and organizations, both within and outside the University.