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Advances in Social Sciences Research Journal – Vol. 11, No. 8
Publication Date: August 25, 2024
DOI:10.14738/assrj.118.17426.
Osei, S., Quansah, J. D., & Abudu, A. M. (2024). Management of Teaching Space and Time: Evidence from Tertiary Institutions in
Ghana. Advances in Social Sciences Research Journal, 11(8). 240-264.
Services for Science and Education – United Kingdom
Management of Teaching Space and Time: Evidence from Tertiary
Institutions in Ghana
Samuel Osei
Department of Educational Management and Policy Studies,
University for Development Studies, Tamale, Ghana
Joseph Dwamena Quansah
Department of Educational Management and Policy Studies,
University for Development Studies, Tamale, Ghana
Amadu Musah Abudu
ORCID: 0009-0003-5647-4440
Department of Educational Management and Policy Studies,
University for Development Studies, Tamale, Ghana
ABSTRACT
Overcrowding in classrooms is a common issue in tertiary institutions in Ghana.
Proper management of teaching space and time is critical for maximising the use of
available resources and stressful-free learning environment for students in tertiary
institutions. This article aims to provide empirical evidence and practical
recommendations for improving the management of teaching space and time in
Ghana's tertiary institutions. The study is grounded in utilization theory, and
adopted a descriptive survey design. The population for this study consists of 26
general-purpose lecture rooms available at a university in Ghana. Census Sampling
was applied to select all the 26 general-purpose lecture rooms. The instruments
used for data collection was an observation checklist. Quantitative results from the
observation checklist were analysed using teaching space utilization formulas. The
study revealed that general-purpose lecture rooms were underutilized in terms of
time but were efficiently utilized in terms of space. The study also found that the
lecture rooms have high utilization rates on Mondays and low utilization on Fridays.
Additionally, morning sessions revealed efficient utilization, while afternoon and
evening sessions were underutilized. The study recommends implementation of
centralized timetabling and computerization of space allocation. Additionally, the
study recommends for provision of a few larger general-purpose lecture rooms to
accommodate very large class sizes, which can also be partitioned effectively to
accommodate small class sizes for efficient utilization of the lecture rooms.
Keywords: Management, Efficiency, Facilities, Teaching Space, Utilisation Rate.
INTRODUCTION
Ghana has over the years implemented numerous educational policies at all levels of its
education system to ensure that every citizen attain education. Notable among these policies
include the Free Compulsory Universal Basic Education (FCUBE) and Free Senior High School
Policy (FSHS). These educational policies have led to an increase in student enrolment in both
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Osei, S., Quansah, J. D., & Abudu, A. M. (2024). Management of Teaching Space and Time: Evidence from Tertiary Institutions in Ghana. Advances
in Social Sciences Research Journal, 11(8). 240-264.
URL: http://dx.doi.org/10.14738/assrj.118.17426
primary and secondary levels of education which have resulted in an increase in enrolment
rates of tertiary institutions in the country (Kwegyiriba et al., 2021). As a result, public
universities in Ghana are facing an overwhelming influx of students seeking admission,
surpassing their capacity (Atuahene & Owusu-Ansah, 2013; Adjepong & Arhin, 2023). This
surge has led to public tertiary institutions finding it challenging to accommodate all qualified
students, leading to a situation where many deserving applicants are denied admission. To
support this claim, Effah cited in Anane et al. (2020) stated that, the primary obstacle to
increasing access to tertiary education in Ghana's education system is the failure of successive
governments and educational planners to align enrolment statistics with available
infrastructure placing excessive pressure on the university’s resources including teaching
space facilities.
The increase in student enrolment in public universities, without a corresponding allocation of
educational infrastructure, has caused a deficiency in infrastructure, including teaching space
facilities (Sephania et al., 2017), leading to pressure on the universities' existing teaching
facilities. The infrastructural deficiency in virtually all the public tertiary institutions in Ghana
has resulted in only a few proportions of qualified applicants being absorbed into public
tertiary education with many qualified Ghanaian students being denied admission (Quansah,
2015). The situation has become precarious, considering the graduation rate of Free Senior
High School students in recent years in Ghana and their pursuit of tertiary education. Thus, with
little or no expansion of infrastructure in the tertiary institutions, it will be difficult for many
qualified applicants to gain admission into public tertiary institutions because of the
inadequate infrastructure such as teaching space facilities (Kwegyiriba et al., 2021). The
undeniable fact that public tertiary institutions need more infrastructure has resulted in
tertiary education managers and the public, including parents, individual stakeholders,
politicians, and even some personalities in government appealing to the government to provide
more infrastructure to alleviate the infrastructure deficits in tertiary education. In response to
these appeals, on Saturday, April 21st, 2018, the Vice-President of Ghana, during the 22nd
congregation of the University of Education, Winneba, emphasized the necessity for the
government to provide infrastructure in tertiary institutions, anticipating an increase in
admissions due to the introduction of the free senior high school (FSHS) policy.
Given the significance and need for infrastructure, many educational institutions in Ghana are
making provisions for additional infrastructure to meet their demands. However, tertiary
institutions could address the issue of inadequate infrastructure such as teaching space
facilities by better utilizing their existing infrastructures (Association of Physical Plant
Administrators (APPA)'s Centre for Facilities Research, 2012). This is based on a perception
that teaching space in universities is a scarce resource. However, some studies have revealed
that in many institutions it is actually chronically under-used. It is therefore imperative to not
only expand infrastructure but also to optimize its utilization for the benefit of students.
Alghamdi (2018) recommended that space management strategies such as utilization metrics
and surveys should be implemented to address the teaching space issues in the educational
institutions. This implies that institutions should not just assume that their teaching space
facilities are insufficient, but instead, they should rigorously assess how they are using them
(Daud & Lucian, 2018; Ssempebwa et al., 2012). As a result, Sheri-Offenhauser (2021) argued
that a teaching space utilization survey is the most effective way to assess the teaching space
facilities needed in educational institutions. However, some opposing views consider the study
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 8, August-2024
Services for Science and Education – United Kingdom
of teaching space utilization to be unnecessary, as information on space utilization rates can be
obtained through a school timetable (Abdullah et al., 2015). On the contrary, Adu-Gyamfi et al.
(2020) argued that the utilization rate of teaching space facilities can be misleading when
determined based solely on a designed timetable for teaching and learning, as the timetable
may not accurately reflect the actual utilization rate of time, space, and the overall rate of the
facilities. Therefore, to determine an accurate utilization rate of a teaching space facility, it is
necessary to conduct a utilization survey (Sheri-Offenhauser, 2021). It is against this backdrop
that the researchers are motivated to study the 'Utilisation of Teaching Space Facilities' to
ascertain the actual utilization of existing teaching space facilities in a Ghanaian tertiary
institution.
Research Questions
The following research questions guided the study,
1. What is the Time Utilization Rate of General-Purpose lecture rooms at UDS?
2. What is the Space Utilisation Rate of General-Purpose lecture rooms at UDS?
3. What is the Global Utilisation Rate of General-Purpose lecture rooms at UDS?
LITERATURE REVIEW
Theoretical Foundation of the Study
The foundation of the study lies in the utilization theory, which emphasizes the efficient and
effective deployment of resources to achieve optimal outcomes. Top of Form It is critical to
consider not only the quantity of the spaces but also the quality and efficiency of their usage
(Asiyai, 2013). This highlights the importance of ensuring that institutions are equipped with
facilities that meet high standards to promote optimal utilization and ultimately enhance the
intended outcome. Utilization theory is applicable across diverse domains, spanning from
economics and business management to healthcare and education. The core premise of
utilization theory is based on the assumption that organizations aim to achieve a state of
equilibrium. This equilibrium involves striking a harmonious balance between the available
resources and the objectives that the organization aims to achieve. In other words,
organizations strive to effectively manage resources for optimal utilization, avoiding both
underutilization and overutilization. This careful balance ensures that resources are put to
their fullest potential to fulfil organization's intended goals and objectives, ultimately
contributing to enhance efficiency and effectiveness ( Eneh & Awara, 2017; Glavas & Mish,
2015). Utilization theory is not usually attributed to specific individuals like some other
theories, but rather it is a concept that has been widely adopted and applied across disciplines.
Therefore, the proponents of the utilization theory include researchers, scholars, economists,
and professionals in various fields who advocate for the efficient and effective deployment of
resources to achieve optimal outcomes.
In the context of teaching space facilities, utilization theory plays a pivotal role in optimizing
the use of available spaces to enhance the teaching and learning experience. This theory is
embraced by educational institutions and professionals, including administrators, facility
managers, and educators, who work to ensure efficient utilization of teaching spaces to meet
educational objectives. By applying utilization theory to teaching spaces, educational
institutions can ensure that classrooms are used to their fullest potential, minimizing
unoccupied time slots, allocate rooms based on class size, technological requirements, and
pedagogical needs, adapt room assignments to varying class sizes, and changing course