Expectations and integration of early career academics into the teaching career: empirical evidence from Ghana

The preparation and induction of Early Career Academics (ECAs) in Ghana has been investigated using a qualitative study that employed an enumerative-ethnographic approach. The study combined reviews of policy documents, interviews of 50 Deans and Heads of Departments and surveys of ECAs in five purposively selected universities in Ghana to capture their experiences in their own environment. Observation of their interaction in class, while waiting to administer the survey, was to place the results in context. The study found the lack of a policy requirement for teaching competence prior to entering the academic field or institutional training before the commencement of teaching a fundamental flaw. Additionally, the study observed that the structures, systems and resources for integration of ECAs into universities in Ghana are not adequate. Even though some preparation exists, formalized structures and systems of preparation are inadequate.