TABLE OF CONTENTS TABLE OF CONTENTS...... i PREFACE ...... 1 1.0 ESTABLISHMENT OF THE ISLAMIC UNIVERSITY COLLEGE, GHANA...... 4 1.1 Vision ...... 4 1.2 Mission ...... 4 1.3 Major Objectives...... 4 1.4 GENERAL GOALS AND SPECIFIC OBJECTIVES...... 5 1.5 EDUCATIONAL PHILOSOPHY...... 5 2.0 GENERAL INFORMATION ...... 6 2.1 PRINCIPAL OFFICERS OF IUCG...... Error! Bookmark not defined. 2.2 OTHER OFFICERS...... Error! Bookmark not defined. 2.3 HEADS OF DEPARTMENT...... Error! Bookmark not defined. 2.4 ADMINISTRATIVE OFFICERS ...... Error! Bookmark not defined. 2.5 HOSTEL ADMINISTRATION...... Error! Bookmark not defined. 2.6 ADMINISTRATIVE SUPPORT STAFF...... Error! Bookmark not defined. 3.0 FACULTIES, DEPARTMENTS ...... 8 3.1 ADMISSION POLICY...... 8 3.2 ADMISSION REQUIREMENTS...... 9

3.2.1 Diploma programmes ...... 9 3.2.2 Bachelor Degree programmes...... 9 3.2.3 Transfer Students...... 10 3.2.4 Higher Degrees...... 11 4.0 CONDITIONS FOR ADMISSION INTO IUCG AS A STUDENT ...... 12 4.1 ADMISSIONS BOARD ...... 12 4.2 COURSE OF STUDY ...... 12 4.3 ORIENTATION...... 12 4.4 REGISTRATION ...... 12 4.5 MATRICULATION...... 15

i 5.0 STUDENTS FACILITIES AND SERVICES ...... 15 5.1 HOSTEL ACCOMMODATION...... 15 5.2 REGULATIONS FOR OCCUPANTS OF HOSTELS...... 15 5.3 STUDENTS’ REPRESENTATIVE COUNCIL (SRC)...... 16 5.4 INSFUND...... 16 5.5 THE LIBRARY...... 16 5.6 COMPUTER LABORATORIES /INFORMATION TECHNOLOGY CENTRE ...... 17 5.7 THE UNIVERSITY CLINIC...... 17 5.8 CAREER AND COUNSELLING CENTRE ...... 17 5.9 OFFICE OF THE DEAN OF STUDENTS AFFAIRS AND CULTURAL AFFAIRS...... 18 5.10 THE UNIVERSITY MOSQUE...... 18 5.11 SPORTS AND RECREATIONAL FACILITIES...... 18 5.12 CATERING SECTION...... 18 5.13 IUCG ALUMNI ASSOCIATION...... 18 6.0 ACADEMIC PROGRAMME STRUCTURE,...... 18 6.1 APPLICATION ...... 20

6.1.1 BACHELOR OF ARTS - BA – RELIGIOUS STUDIES ...... 20 7.0 SEMESTER SYSTEM ...... 20 7.1 STRUCTURE OF SEMESTER ...... 20 7.2 DURATION OF STUDY PROGRAMMES...... 21 7.3 INTERRUPTION OF STUDY PROGRAMME ...... 21 7.4 COURSE CREDIT ...... 22 7.5 CODING AND NUMBERING OF COURSES...... 22 7.6 COURSE NUMBERS...... 22 7’.7 WORKLOAD FOR A SEMESTER...... 23 7.8 COURSE MEMBERSHIP ...... 23 7.9 COURSE AUDITING...... 24 7.10 STUDY PROGRAMME FOR BACHELOR’S DEGREE ...... 24 7.11 BACHELOR’S LONG ESSAY...... 24 7.12 ASSESSMENT OF STUDENTS: CONTINUOUS ASSESSMENT AND FINAL EXAMINATION...... 24

ii 7.13 END-OF-SEMESTER EXAMINATIONS ...... 25 7.14 ELIGIBILITY FOR EXAMINATIONS...... 26 7.15 REGISTRATION FOR EXAMINATIONS ...... 26 7.16 GRADING SYSTEM...... 27 7.17 DEFINITION OF GRADES...... 28 7.18 COMPUTATION OF VARIOUS GRADE POINTS (GPA, CGPA, FGPA) ...... 29 7.19 STUDENT IN GOOD STANDING...... 30 7.20 DEFERMENT OF EXAMINATION...... 30 7.21 REPEAT COURSES/EXAMINATIONS ...... 30 7.22 DECLARATION OF RESULTS...... 31 7.23 REGULATIONS FOR PROGRESSION AND WITHDRAWAL...... 31 7.24 Withdrawal Due To Poor Academic Performance ...... 31 7.25 ELIGIBILITY FOR BACHELOR’S DEGREE ...... 32 7.26 REQUIREMENTS FOR GRADUATION...... 32 7.27 CLASSIFICATION OF DEGREE ...... 33 7.28 CONFERMENT OF AWARD OF DEGREE...... 33 7.29 DATING OF THE DEGREE...... 34 7.30 PRESENTATION OF AWARD ...... 34 7.31 TRANSCRIPT OF ACADEMIC RECORD...... 34 7.32 CANCELLATION OF AWARD...... 35 7.33 REVIEW OF COURSE OFFERINGS AND COURSE DESCRIPTIONS...... 35 7.34 UNIVERSITY REQUIRED COURSES...... 35 8.0 DEPARTMENTS...... 37 8.1 DEPARTMENT OF RELIGIOUS STUDIES – (ISLAMIC OPTION) ...... 37 8.2 FACULTY...... 37 8.4 PROGRAMME STRUCTURE...... 38

8.4.1 COURSE DESCRIPTIONS...... 44 8.5 BACHELOR OF BUSINESS ADMINISTRATION (BBA) PROGRAMME...... 75 PROGRAMME STRUCTURE ...... 153 TOTAL CREDITS FOR EACH SEMESTER AND EACH YEAR...... 193

iii COURSE PROGRAMMES AND DESCRIPTIONS...... 193 9.2 BACHELOR OF ARTS IN COMMUNICATION STUDIES PROGRAMME ...... 208 9.3 FACULTY...... 208 10.0 PROGRAMME STRUCTURE...... 273 10.1 Diploma (EARLY CHILDHOOD EDUCATION)...... 273 10.2 COURSE PROGRAMMES AND DESCRIPTIONS...... 277 11.0 SECTION 2...... 294 11.1 REGULATIONS FOR STUDENTS...... 294 11.2 NAMES OF STUDENTS: The Islamic University College shall recognize ...... 295 11.3 CHANGE OF NAME:...... 295 11.4 ATTENDANCE AT LECTURES AND EXAMINATIONS ...... 295 12.0 DRESS CODE...... 295 12.1 Dress Policy ...... 295 12.2 General Dress Rules and Regulations...... 296 12.3 Guidelines for General Dress Code...... 296 12.4 Dress Code for Male Students/Candidates...... 296 12.5 Dress Code for Female Students...... 297 12.6 FORMATION OF SOCIETIES ...... 297 12.7 PUBLIC FUNCTIONS WITHIN THE UNIVERSITY ...... 297 12.8 STUDENT ACTIVITIES OUTSIDE THE UNIVERSITY CAMPUS...... 298 12.9 PROCESSION AND DEMONSTRATION...... 298 12.10 STUDENT PUBLICATION(S)...... 299 13.0 OFFENCES ...... 299 13.1 USE OF VEHICLES ...... 303 13.2 COLLECTION OF MONEY...... 303

13.2.1 GENERAL EXAMINATION REGULATIONS...... 303 13.2.2 REGISTRATION FOR EXAMINATIONS ...... 304 13.2.3 SCHEDULING OF EXAMINATIONS AND APPOINTMENT OFINVIGILATORS.....304 13.2.4 RESPONSIBILITIES OF INVIGILATORS...... 306 13.2.5 EXAMINATION REGULATIONS FOR STUDENTS ...... 307

iv 13.2.6 PENALTIES FOR BREACHES OF SPECIFIC EXAMINATION OFFENCES OR OMISSIONS ...... 309 13.2.7 COMMUNICATION OF RESULTS OF IUCG EXAMINATIONS...... 310 13.2.8 RULES FOR CANDIDATES AT IUCG EXAMINATIONS ...... 311 14.0 LIBRARY REGULATIONS ...... 313 14.1 Library Opening Hours ...... 313 14.2 Registration of Students ...... 313 14.3 Membership of the IUCG Library ...... 313 14.4 Borrowing of Books...... 313

14.4.1 Books/Materials not for Borrowing...... 313 14.4.2 Students’ Behaviour Towards Library Staff...... 314 14.4.3 Library Offences and Sanctions...... 314 14.4.4 General Library Rules...... 314 14.6OTHER REGULATIONS...... 315 14.6 PHARMACY AND DRUGS ACT, 1961 (Act 64) ...... 317 14.7 WELFARE AND DISCIPLINE OF STUDENTS ...... 318 14.8 DISCIPLINARY PROCEDURE...... 318 14.9 DISPUTES BETWEEN STUDENTS ...... 318 14.10 SANCTIONS...... 318 14.11 APPEALS ON DISCIPLINARY ACTION ...... 319 17.0 AMENDMENT OF HANDBOOK...... 322

v In the Name of the Most High

PREFACE Higher education has continued to be a subject matter of intense discussion throughout the world. And nowhere is this discussion more relevant than in the developing world, especially in Ghana where the major stakeholders in the education sector are still grappling with such matters as access, quality and funding.

In relation to education in general, the 1992 constitution of Ghana stipulates among other things that: a) All persons shall have the right to equal educational opportunities and facilities and with a view to achieving the full realization of that right; b) Basic education shall be free, compulsory and available to all; c) Secondary education in its different forms, including technical and vocational education, shall be made generally available and accessible to all by every appropriate means, and in particular, by the progressive introduction of free education;

And with specific reference to higher education the 1992 Constitution of the Republic of Ghana states that “higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular, by progressive introduction of free education”. Major actors in the education sector have noted the resonance between this provision and international best practice. In fact Article 13 of the UN International Covenant on Economic, Social and Cultural Rights of 1966 states that ‘higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education’. These emphases on education are driven by the fact that policy makers see a direct link between education and a country’s level of development or underdevelopment. Ultimately, education should be able to produce the human resource capable of providing solutions to societal problems.

How close is Ghana to realizing these objectives, and especially with regard to access, quality, and equity? Today Ghana has ten public universities, more than 80 private tertiary institutions offering degree programmes, eight technical universities and two public polytechnics. Overall therefore there are more than 140 accredited tertiary education institutions in the country today. Yet, despite these impressive figures and associated policy interventions, there are still serious problems, especially with regard to access and equity which, together with quality, contribute to making education one of the critical indicators of structural inequalities. The mission and vision of the IUCG are informed largely

1 by a commitment to address such inequalities especially as they pertain to education.

The stated mission of the IUCG is ‘to provide quality tertiary education to the youth, especially to the less-privileged communities’. This mission is informed partly by the endemic problem of structural inequalities visible in the rural- urban divide where the geographical location of a Senior High School almost certainly determines the probability of accessing tertiary education. This spatial segregation and the associated patterns of inequality of access to education, are also clearly evident in the stark contrasts between luxurious residential areas of the cities and the decrepit sprawling slums of those in the margins of society. The IUCG is mindful of these inequalities, and is morally committed to contributing towards addressing them. This explains why the main target to the IUCG is the underprivileged, and this is partly manifested in the moderate fees its students pay, which are among the lowest in the country. The terms of payment are equally very flexible and liberal.

Much of the finances required for the smooth and uninterrupted flow of academic work is provided by Al Mustafa International University (MIU) in the Islamic Republic of Iran, the founders of the Islamic University College, Ghana. For this generosity, the IUCG community is very grateful to Al Mustafa International University, and especially to the Government and people of the Islamic Republic of Iran.

Indeed the IUCG is proud to be associated with Al-Mustafa International University (MIU) - one of the most prestigious institutions of higher learning in the Islamic Republic of Iran. We also proudly take note of the fact that it is a member in good standing of the International Association of Universities of UNESCO as well as a leading international center of Islamic jurisprudence. The point should also be made that the Islamic University College, Ghana, is a secular institution, but one which reflects the tradition of the Holy Prophet of Islam Muhammad (PBUH). It is a tradition which attaches great importance to knowledge and education. Indeed, the first revelation of the Holy Qur'an was Iqra, meaning ‘read’ or ‘proclaim’. This is clear indication that the starting point of human activity is knowledge, learning, education. This is why the Islamic tradition attaches so much respect to scholars.

It is narrated that after the Battle of Badr, seventy people of the enemy rank were taken prisoner. These prisoners of war were literate. They could read and write. The ransom which the Holy Prophet of Islam Muhammad set for the release of these prisoners of war was that each one of them was to teach ten children of the town of Medina to read and write, after which they would be set free. Many Muslim scholars consider this as the first formally organized school of Islam established by the Holy Prophet of Islam Muhammad (PBUH). The

2 Islamic University College, Ghana is following in this tradition. Established in the year 2000 with just thirteen students admitted into the Department of Religious Studies, the University College has blossomed over the years, and the student population has risen to over a thousand, and more subject disciplines have been added to the curriculum. IUCG is currently running the following programs:

∑ Bachelor of Arts Religious Studies (Islamic Option) ∑ Bachelor of Business Administration with four options namely: o Accounting o Banking and Finance o Marketing o Human Resource Management

∑ Bachelor of Arts in Communication Studies with three areas of specialization namely: o Journalism o Advertising o Public Relations

∑ Bachelor and Diploma programmes in Early Childhood Education These programs are all affiliated to the University of Ghana which has, except the Bachelor and Diploma in Early Childhood Education programmes, which are affiliated to the University of Education, Winneba. A memorandum of understanding (MOU) has been signed between Al- Mustafa International University and the Islamic University College, Ghana for the introduction of two Masters Programmes, namely MA in Comparative Law (Islamic Jurisprudence and Secular Law) and MA in Islamic Banking and Finance. The process for accreditation for the MA in Islamic Banking and Finance by the National Accreditation Board (NAB) has commenced.

3 1.0 ESTABLISHMENT OF THE ISLAMIC UNIVERSITY COLLEGE, GHANA THE ISLAMIC UNIVERSITY COLLEGE, GHANA (IUCG) was established in September 2000 by Ahlul-Bait Foundation, a semi Non-Governmental Agency of the Islamic Republic of IRAN. This Foundation was running a number of cultural, religious and educational Institutions in both Iran and several countries worldwide. The Ahlul-Bait Foundation has been in Ghana since early 1980s and has undertaken a number of projects in health, agriculture and education in support of some poor and deprived communities in the country. The Ahlul-Bait Foundation decided to establish the Islamic University College, Ghana, when Ghana Government policy was changed in 1997 to allow for private participation in tertiary-education delivery in Ghana. Land on which the present campus is sited at Adjiringanor/East Legon in Accra had earlier been acquired in 1995, and was subsequently re-allocated for the establishment of the University College. One cardinal objective is to encourage secular education, especially at the tertiary level, among Muslim as well as deprived and marginalized communities in Ghana. The IUCG is also dedicated to serving the West African sub-region. In the year 2007, the educational wing of the Ahlul-Bait Foundation was reconstituted, with the Iranian institutions merged into one University -- Al- Mustafa International University (MIU), with its main campus in the city of Qom in the Islamic Republic of IRAN. The MIU was given the responsibility of supervising the over-50 Universities and Seminaries in the other countries worldwide; IUCG in GHANA is one of such Universities.

1.1 Vision The vision of the Islamic University College, Ghana (IUCG) is to become the leading provider of academic excellence and moral uprightness in tertiary education in Ghana.

1.2 Mission The mission of the IUCG shall be to provide quality tertiary education to the youth, especially to the less-privileged communities; and to undertake research and disseminate knowledge in pursuit of academic and moral excellence for national development and for improving the quality of life of Ghanaians in particular and of all Africans in general.

1.3 Major Objectives The institution has been established with the following major objectives: - i) Training the youth to qualify as skilled men and women who will not only aspire for the highest standards of educational attainment, but will

4 also be imbued with the commitment to serve in deprived areas in general and Muslim communities in particular. ii) Providing opportunities for academic and professional development of the youth, more especially those from the urban poor and rural communities. iii) Nurturing/producing mature individuals who will have broad knowledge and appreciation of existing religions for the purpose of encouraging understanding and dialogue among people of different religions, traditions and cultures. iv) Producing specialists who can act as honest and selfless manpower resource in various disciplines for the public and private sectors of the country.

1.4 GENERAL GOALS AND SPECIFIC OBJECTIVES In order to realize its vision and the mission, the IUCG will pursue, among others, the following general goals and specific objectives: i) Providing adequate human and material resources and facilities to promote high-quality integrated university education, training and research based on true Islamic values. ii) Guiding students to have a deeper understanding of their needs, interests abilities and to strive to develop all their human potentials for contributing to the improvement in the quality of life for themselves, their communities and the nation as a whole. iii) Encouraging students to acquire Information Communication Technology (ICT) skills and Entrepreneurship education as an integral part of their core courses for their Certificate, Diploma and Degree programmes. iv) Preparing students to be self-motivated, self-reliant and time-conscious in their workplace. v. Offering other programmes and courses that have high relevance to the socio-economic and cultural problems and the development aspirations of Ghana and of the West African sub-region. vi. Encouraging students to appreciate the importance of honesty, hard work and the dignity of labour. vii. Maintaining a conducive environment for interactive academic and social activity that promotes a high standard of morality, academic excellence and social integration at all levels of the social structures in Ghana.

1.5 EDUCATIONAL PHILOSOPHY The educational philosophy of the Islamic University College, Ghana (IUCG) is based on the vision of the founders, and is aimed at: i) Inculcating in students the moral values of honesty, integrity, peaceful coexistence, fear of and trust in the Almighty God. ii) Imparting to the students the socially-desirable values of humility,

5 care for the poor and needy, perseverance, and service to community and the nation. iii) Producing graduates who can apply creativity, critical thinking, innovative and problem-solving skills with the right temperament in addressing the socio-cultural and economic development aspirations of Ghana and the African continent, especially of the deprived and marginalized rural societies.

2.0 GENERAL INFORMATION Name of Institution: Islamic University College, Ghana (IUCG) Postal Address: P.O. Box CT-3221, Accra GHANA. West Africa Location: East Legon/Adjiringanor, Accra. GHANA [Near Trasacco Estate] Telephone Numbers (+233-30) 282-4064 / (+233-30) 282-4069 (+233-30) 282-4072) Academic Administration Dept. Fax Number (+233-30) 282-4075 Website: www.iug.edu.gh E-mail: [email protected] or [email protected] [email protected] or [email protected]/acadmin [email protected]

Year of Establishment: 2000 / AH 1421 Language of Instruction – English Accreditation and Recognition: Accredited by the National Accreditation Board (2001) First Student Intake: April 2001 Affiliation for Certificates: Undergraduate Programmes Business Administration – University of Ghana, Legon/Accra Religious Studies - University of Ghana, Legon/Accra Communication Studies – University of Ghana, Legon/Accra Early Childhood Education – University of Education, Winneba.

6 2.1 PRINCIPAL OFFICERS OF IUCG ∑ Chancellor – Hojjatol Islam Dr. Ali Abbasi ∑ Chairman of Council - Dr. Abdolmajid Hakimollahi ∑ President – Dr. Ali Arab Khorasani

2.2 OTHER OFFICERS ∑ Vice President (Academic Affairs) – Dr. Gamel Nasser Adam ∑ Mr. Ahmadi Kazem - Vice President (Finance and Business Development) ∑ Registrar – Mr. Awudu Moro

2.3 SNR ADMINISTRATIVE OFFICERS ∑ Director (Internal Quality Assurance) – Dr. Kobena Gyapea Erbynn ∑ Director (Academic Administration) – Mr. Mohammed Kassim ∑ University Librarian – Mr. Safianu Omar ∑ Director (Research) – Dr. Abdul-Jaleel Saani ∑ Director (Public Relations) – Mr. Mohammed Mujib ∑ Director (Admissions and Records) – Mr. Ibrahim Sumaila Dankwabea ∑ University Examinations Officer - Mr. Abul - Ainain Ibrahim ∑ Accountant - Mr. Daniel Macauley ∑ Procurement and Maintenance Officer - Sheikh Husein Olyaei

2.4 HEADS OF DEPARTMENTS ∑ Department of Religious Studies – Alhaji Dr. Iddrisu Ibrahim Hussein ∑ Department of Business Administration – Mr. Yusuf Hamdan Ahmed ∑ Department of Communication Studies – Mr. Ato Amoaning-Annan ∑ Department of Education and Psychology - Dr. Ernest Kofi Awanta

2.5 ADMINISTRATIVE SUPPORT STAFF ∑ Mr. Mustafa Sakibu - Accounts Officer ∑ Mr. Seidu Dickson Issaka – Hostels Manager ∑ Alhaji Yusuf Saeed Bance – Staff (Field) Supervisor ∑ Mr. Justin Kloba Sanguia - IT Technician ∑ Miss Hawawu Iddrisu – Secretary (Office of President) ∑ Ms. Ummul-Kalsum Mohammed – Secretary (Faculty) ∑ Ms. Asana Fuseini – Library Assistant ∑ Mr. Iddriss Ibn Abdallah – Library Assistant ∑ Mr. Adam Iddriss – Library Assistant ∑ Mr. Yakubu Samsunu – Stores ∑ Mr. Musah Muhsin Deeshini – Web Manager

7 3.0 FACULTIES, DEPARTMENTS Academic life of the University College, Ghana revolves around the following Departments. i) Department of Religious Studies: ∑ Bachelor of Arts (Religious Studies) with specialization in Islamic Studies ii) Department of Business Administration ∑ Bachelor of Business Administration (BBA) Degree, with specializations in - Accounting - Banking and Finance - Marketing - Human Resource Management (HRM) - Management Information Systems (MIS) iii) Department of Communication Studies ∑ Bachelor of Arts in Communication Studies, with options/specialization in - Journalism - Public Relations - Advertising iv) Department of Education and Psychology - Bachelor of Arts in Early Childhood Education - Diploma in Early Childhood Education

3.1 ADMISSION POLICY

Admission to Islamic University College, Ghana (IUCG) is open to any student/applicant who meets the academic and moral requirements of the University College and who is willing to submit himself/herself to the University College’s policies and regulations. Despite the specific background of its establishment, no particular religious or sect/denominational commitment is required for admission into IUCG, and University College does not discriminate on the grounds of religious creed, gender, social or ethnic origin, race or nationality. There is also no age limit for admission to any of the approved programmes of study.

Even though IUCG’s educational/academic programmes are secular and non- sectarian, the prospective student (Muslim or non-Muslim) should understand

8 that IUCG is an Islamic institution and, therefore, admitted students (and employees) should uphold the Islamic principles of morality and comportment consistent with the University College’s policies and regulations and with the teachings of the Holy Qur’an.

3.2 ADMISSION REQUIREMENTS 3.2.1 Diploma programmes Applicants for admission must have obtained at least credits in Core English, Core Mathematics, Core Social Studies, Core Integrated Science and two electives at the Senior Secondary School Certificate Examination (SSSCE) or West African Senior School Certificate Examination (WASSCE) or the Post- Secondary Teachers Certificate “A” of the Ministry of Education of Ghana or any relevant professional qualification approved by the Academic Board. Other suitable candidates who pass a special qualifying examination may be admitted. In addition, candidates must have satisfied approved departmental requirements.

3.2.2 Bachelor Degree programmes The University shall admit the following categories of students into Level 100 of the Bachelor degree programme. a) Holders of Senior Secondary School Certificate Examination (SSSCE) of the West African Examinations Council (WAEC) with passes (at Grade D or better) in core English, core Mathematics and Integrated Science or Social Studies plus three elective subjects, with an aggregate of 24 or better. b) Holders of West African Senior Secondary (School) Certificate Examination (WASSCE) of WAEC with passes (at Grade C6 or better) in core English, core Mathematics and Integrated Science or Social Studies plus three elective subjects, with an aggregate score of 36 or better. c) Candidates with a combination of SSSCE and WASSCE may also apply. d) Cambridge GCE ‘O’ Level with five (5) credits including English Language and Mathematics plus at least two (2) GCE ‘A’ Level passes and a pass in General Paper. One of the ‘A’ Level passes must be at grade D or better. e) Holders of (i) Ghana GCE ‘O’ Level with five (5) credits including English Language and Mathematics, (ii) Teachers’ Post-Secondary School Certificate (2- or 3-year) without Diploma, and (iii) other High-School- equivalent certificates (local or foreign) are encouraged to apply as Mature applicants. f) Holders of other qualifications [such as Professional certificates and Diplomas: HND (First and Second Class), ICA, CIM, etc.; RSA II and above, DBS (with Distinction), GIJ certificate, Teachers’ Diploma, a University degree in unrelated subject] can apply and would be considered for placement into Level 200 or 300 on a case-by-case basis at an interview. [Applications should include relevant transcripts and SSSCE/WASSCE/GCE result slips].

9 g) Mature applicants with a minimum age of 25 years, who do not necessarily satisfy the above standard requirements for admission but have reasonable educational background and 3 years working experience, or have demonstrated ability for academic work, can apply. Such applicants shall have to pass a University Entrance Examination in English (Essay, Comprehension, Grammar and Usage) Mathematics and General Paper (Quantitative Methods, Critical and Logical Thinking, and Current Affairs) and may be required to pass an interview. [Applications should include a copy each of birth certificate, letters showing first and current employment, and any other relevant examination results]. h) Foreign students with qualifications equivalent to those in (a), (b), (c) and (d) above may be considered for admission. They must, however, show evidence of proficiency in English Language. i) The Islamic University College admits a limited number of students who are already enrolled in other Universities. Such students transfer from their university to the Islamic University College to complete their course of study for a degree/diploma of the Islamic University College. A student transferring from one university to the Islamic University College should accumulate a minimum study period of 6 semesters as a full time student in this university before he/she becomes eligible for graduation.

3.2.3 Transfer Students a) The Islamic University College admits a limited number of students who have already enrolled in other accredited universities and have earned academic credits there. Such students may apply for transfer of credits to the IUCG with the purpose of completing their courses of study for a degree/diploma/certificate at the Islamic University College, Ghana (IUCG). Such a transfer application must be made on the prescribed form and must be accompanied by all supporting documents (including official transcripts from the University or Universities attended), and must reach the Academic Administration Department at IUCG at least two calendar months before the beginning of the new academic year.

b) It is the responsibility of the transferring student to ensure that the official transcript of his examination results is sent from the transferring University directly to IUCG in time. To help determine the academic equivalences of the courses for which the transfer of credits is being requested, the course description and course syllabus/outline (indicating courses covered) must also be made available to IUCG. A transfer student should have a CGPA (Cumulative Grade Point Average) of 2.00 [“C”) or higher on a scale of 4.00.

10 c) A transfer student should accumulate a minimum study period of 4 semesters as a full time student at IUCG before he/she becomes eligible for graduation. 3.2.4 Higher Degrees An applicant for admission to a higher degree must hold a good bachelor’s degree in the appropriate subject. All higher degrees are open to graduates of other approved universities. All enquiries about admissions should be addressed to: The Director (Academic Administration), Islamic University College, Ghana. EMAIL: [email protected] Completed Application Forms and other correspondence pertaining to Student Admissions and Academic Records should be addressed to:

THE VICE-PRESIDENT [ACADEMIC AFFAIRS] Academic Administration Department Islamic University College, Ghana (IUCG) P.O. Box CT-3221, ACCRA. GHANA. (WEST AFRICA). Telephone: (030) 282-4069 General Office (030) 282-4072 Academic Affairs (+233-30) 282-4072 from outside Ghana Fax Number: (+233-30) 282-4075 E-mail: [email protected] or [email protected] Website: www.iucg.edu.gh

11 4.0 CONDITIONS FOR ADMISSION INTO IUCG AS A STUDENT All students must: a) Qualify in terms of the admission requirements b) Have passed a medical examination conducted by a Government hospital/clinic or a hospital/clinic recognized by the University College. c) Accept Islamic codes of behaviour whilst at the University College and at IUCG-organized social, cultural and sporting programmes and at public seminars and conferences. d) Pay appropriate fees as required.

4.1 ADMISSIONS BOARD a) The Admissions Board shall be presented with a list of all candidates who satisfy the conditions for admission as stipulated in the relevant sections of paragraph 3.1 for the Board to decide which candidates may be offered admission.

b) The University reserves the right to ask a candidate who accepts an offer of admission while not satisfying the admission requirements as stipulated in the relevant sections of paragraph 3.1 to withdraw from the University, notwithstanding progress made in the course.

4.2 COURSE OF STUDY A candidate who is admitted to a degree programme shall follow the approved programme of study over the prescribed period. No change of subject is allowed without the approval of the Vice President (Academic Affairs). A student may not graduate if he/she is found not to have followed the subjects assigned to him/her at the time of admission to the Islamic University College.

4.3 ORIENTATION It is compulsory for all Fresh students to take part in the orientation programme organized for them at the beginning of the academic year by the Academic Administration Department of IUCG.

4.4 REGISTRATION Registration Procedure All fresh students admitted into the University College shall be present at the beginning of the semester to register for courses during the official registration period. Continuing students in good standing (both academically and financially) shall also register for courses appropriate to their degree programmes. For a student to obtain credit in any course, he or she must be admitted into the department, and must be properly registered for that course during the official registration period at the beginning of each semester.

12 The student may plan his/ her courses in consultation with his/her Academic Advisor(s). Choice of electives must be consistent with the teaching and examination timetables. A specified period for registration shall be designated beyond which no registration shall be allowed. A student who fails to register during the registration period specified shall forfeit his/her right to register for the semester. No student shall be permitted to register by proxy. Only students who have met the Conditions for Admission in section 3.2 shall be permitted to register for courses for that particular semester. The student is responsible for ensuring that he/she registers for courses which are in conformity with class selection, study load, course prerequisites and class schedules for that semester. Any student who does not produce the official evidence of class registration may not be allowed to attend that class. A student who fails to register at the time designated for registration by the University College shall forfeit the right to register for that semester. However, such a student may apply to the Office of the Vice president (Academic Affairs) for late registration. Before the beginning of each new semester, a student who does not meet the academic requirement for continued enrolment shall be notified of his/her Withdrawal from the University College by the Academic Administration Department. Such a student shall not qualify for registration. A student on suspension (for academic or non-academic reasons) or a student temporarily separated from the University College due to disciplinary reasons shall not be allowed to register. No student shall be permitted to register for two academic programmes at the same time either within or outside the University, except with the approval of the President of IUCG in writing. A student who commits such an offence shall have his/her registration at IUCG cancelled and/or his/her studentship at IUCG withdrawn by the University College. Late Registration Permission to register late must be obtained from the Office of the Vice President (Academic Affairs), after consultation with the Head of Department. The student who fails to register during the scheduled registration period may be charged a late registration fee as determined from time to time by the Management Board of the IUCG.

13 In the case of late registration arising from sickness, the student should submit a doctor’s report indicating the diagnosis and treatment given. For such students with proven sickness during the scheduled registration period, the late registration fee shall be waived. No student shall be registered for a course after ¼ of the period allotted to teaching in the semester has elapsed since the beginning of that class. Academic Advisor Students shall be assigned academic advisor(s) in every department who shall provide counsel on course offerings and all other relevant matters relating to students’ academic work in the department. Selection of Courses Students admitted to a degree programme shall follow the approved programme of study over the prescribed period. For each semester, the students must make a selection of courses to register. Students should carefully select the courses that they wish to register in any semester. Such a selection is made on the basis of the course offerings prescribed by the Head of Department; where necessary, students should consult the Faculty/Departmental Academic Advisors and the Head of Department for their course selection. The course offerings are chosen by the Faculty/Department to ensure that the student does meet the conditions for graduation at the end of the study period. Some courses have prerequisites. A pre-requisite is a course which must be taken and passed with a satisfactory grade before other courses can be taken. A student is expected to complete the pre-requisite course or courses before registering for the substantive course/subject. Students should refer to the course description to find out if there is (are) any pre-requisite(s) for the course. It is the responsibility of the student to ensure that the relevant pre- requisite course or courses are registered for and passed. Changes in Course Registration within the same Academic Programme The Departmental Academic Advisors shall assist students in planning their degree programmes. This notwithstanding, a student may decide to add a course or withdraw from a course in a given programme for which he/she has registered for a particular semester. For this to be effected, the student must obtain the appropriate Change of Course Registration Form from the Academic Administration Department, obtain all the necessary signatures indicating approval of the change, and submit the completed form to the Vice President (Academic Affairs). Students should take note of the following: a) No change of course/subject is allowed without the approval of the Head of Faculty/Department.

14 b) A student shall not be permitted to change from one Faculty or Department to another, or from one Section/Option to another within the same Faculty, without the written approval of the Heads of Faculties/Departments concerned as well as that of the Section/Option Coordinators. c) A student shall not be given permission to change from the Weekend Session to the Regular Session or vice versa in any Faculty/Department without the approval of the appropriate Head(s) of Departments in consultation with the Weekend Session Coordinator and the Section/Option Coordinators. d) No change in course/subject or academic programme shall be permitted after ¼ of the period allotted to teaching in the semester has elapsed since the beginning of classes. e) When a student drops a course/subject following due process, within the first ¼ of the period allotted to teaching in the semester, the student shall pay a Change of Registration Fee and the course shall be deleted from the student’s records. Any withdrawal from a class after this time will result in a grade FA being automatically entered for the course.

4.5 MATRICULATION All fresh students (at Levels 100, 200)1shall matriculate within the first semester. During matriculation, all students shall take the Matriculation Oath, sign the Matriculation register and receive the Matriculation Number. A student who fails to matriculate forfeits his/her status as a student of the Islamic University College, Ghana (IUCG).

5.0 STUDENTS FACILITIES AND SERVICES 5.1 HOSTEL ACCOMMODATION The University currently has three Halls of Residence: ∑ Hakim Elahi Hall for Male Students ∑ Zahra Main Hall for the Female Students, and ∑ Zahra Annex Hall for the Female Students

5.2 REGULATIONS FOR OCCUPANTS OF HOSTELS 1. Males are not allowed entry into female hostels. 2. Females are not allowed entry into male hostels. 3. In the event of contravention of Regulations 1 and 2 above, the matter will be referred to the Disciplinary Board for investigation and necessary action.

1 For programmes affiliated to the University of Education, Winneba, diploma students can be admitted to Level 300 at which point they can matriculate.

15 4. It is not permitted to cook or keep inflammable materials in the rooms. 5. The use of appliances such as gas cookers, microwave ovens, electric heaters, etc. in the Hostel rooms is strictly prohibited. 6. Students should use electricity and water judiciously. 7. Washed clothes should be hung only on drying lines provided for that purpose. 8. Students are obliged to observe cleanliness in their rooms and in the environs of the hostels, and also cooperate with one another and their hall representatives in this respect. 9. The bathrooms and toilets in the Hostels are for the use of all students and each student must clean up after use. 10. Students should desist from keeping rubbish and unwashed utensils in the rooms. 11. Students should cooperate with Hostel cleaners to keep the compound and surroundings clean.

5.3 STUDENTS’ REPRESENTATIVE COUNCIL (SRC) The platform which students use to articulate their interests at IUCG is the Students’ Representative Council. These interests could be academic, political, recreational, cultural, religious or recreational. All registered students at IUCG are automatic members of the SRC and are required to pay approved dues or levies which are used to finance the activities of the SRC. The SRC has working linkages with the Univerisity Students Association of Ghana (USAG) as well as the Private Universities Students Association of Ghana (PUSAG). The SRC Women’s Commission is an important and integral wing of the SRC. A major aspect of the activities of the Women’s Commission is the organization of programmes aimed at educating and sensitizing female students on matters regarding their rights and responsibilities and potential. The activities and programmes of the Women’s Commission are organized within the general framework of Islamic principles.

5.4 INSFUND The IUCG operates a limited fund for assisting needy students in good academic standing. The Board of the INSFUND will determine, from time to time, the criteria and conditions for awards to beneficiaries. (Access criteria for the Fund can be found in Section 16.0 of this Handbook)

5.5 THE LIBRARY The IUCG has a spacious room for a Library located within the Lecture Hall Complex. This Library will become the storehouse of knowledge for the University College. Students will have the opportunity to access the University’s book collection expected to grow up to over 2000 volumes. In addition, other information containers such as audio-visual tapes, CD-RM and

16 VCD/DVD disks will be made available to satisfy the information needs of students and lecturers. One of the most important tools in the library will be the Internet facility, where students can have access to a universe of information with the help of qualified library assistants. Based on the realization of the importance of information in nurturing a knowledge-based economy, (k-economy), the IUCG is doing everything possible to provide the most up-to-date information sources to its clientele. Above all, our well-furnished library will provide a serene atmosphere not only for reading but also for borrowing and returning books.

5.6 COMPUTER LABORATORIES /INFORMATION TECHNOLOGY CENTRE The IUCG’s Information Technology Centre is located within the Lecture Hall Complex. The center is served by a large number of interconnected computers which serve the following purposes: a) Two Lecture Halls for computer-based classes. b) Electronic Library (or e-library) for research work and accessing textbooks and journals available in Research Centres and Other University Libraries in Ghana and abroad electronically using computers. c) Internet Cafe for accessing e-mail and searching for research material and general information. The Café also serves as the students’ Typing Pool for term papers and Long Essays / Master’s Theses.

5.7 THE UNIVERSITY CLINIC The health needs of students and staff are catered for at the University Clinic. The clinic has the following:

∑ a consulting room ∑ a dispensary stocked with basic drugs, and ∑ a sick bay Two qualified nurses running a shift system are in attendance every day to cater for the basic health needs of students and lecturers. A Doctor working part-time visits the clinic once a week and supervises the work of the nurses. Very serious cases are referred to the Legon Hospital, Iran Clinic and other hospitals as may be required.

5.8 CAREER AND COUNSELLING CENTRE The Education and Counselling Centre of the IUCG seeks to, among other things, provide quality and affordable educational and counselling services to the IUCG community and the public. The Centre seeks to serve, sustain and strengthen IUCG’s communities through its evidence-based counselling services. These include areas such as emotional distress, academic issues, relationship difficulties, depression and stress and many others.

17 5.9 OFFICE OF THE DEAN OF STUDENTS AFFAIRS AND CULTURAL AFFAIRS The Dean of Student Affairs and Cultural Affairs is directly responsible for the welfare of students of IUCG. In the performance of his/her duties, the Dean of Student Affairs and Cultural Affairs shall liaise with the Students Representative Council (SRC), the Halls of Residence and the Careers and Counselling Centre.

5.10 THE UNIVERSITY MOSQUE The IUCG Mosque adds an Islamic touch to its campus environment. This Green-roof mosque is spacious, well ventilated and provides an enabling atmosphere for observing prayers. Daily and weekly (Jummah) prayers are observed in this mosque, which is capable of accommodating about 500 people.

5.11 SPORTS AND RECREATIONAL FACILITIES To ensure that its students are fit at all times, IUCG has established a mini sports complex made up of a basketball, volley ball and table tennis courts for use by students. There are plans to provide more sports facilities. A qualified sports instructor will train students to unearth their hidden potentials.

5.12 CATERING SECTION This unit consists of a fully equipped kitchen and an adjoining dining hall that can conveniently accommodate 300 people. Students can buy hygienically prepared and served food and drinks of fairly good quality at reasonable prices from here. A group of IUCG staff, with the head of the IUCG Clinic as leader, is charged with the responsibility of ensuring that the section operates in conformity with health and quality standards.

5.13 IUCG ALUMNI ASSOCIATION The Islamic University College, Ghana Alumni Association is an umbrella organization which brings together all past students of the Islamic University College, Ghana. Its membership is open all persons who have ever attended the Islamic University College, Ghana. The IUCG Alumni Association provides a platform for past students of the Islamic University College to engage with one another in perpetual association for the wellbeing of members and for contributing towards the development of IUCG. 6.0 ACADEMIC PROGRAMME STRUCTURE a) The Programme Structure is a sequence of courses carefully chosen by the Department for each academic year (and broken down for each Semester) in order to ensure that all University-required courses as well

18 as the core and essential/prescribed elective courses necessary for graduation are covered within the minimum period specified for the completion of the degree programme. The Programme Structure shall be published by each Department and shall be posted on the Student Notice Boards at the beginning of each Semester. b) A Lecturer shall provide students with a course outline for every course he/she handles. The Course Outline is a detailed course syllabus developed by the Lecturer on the basis of the generic course syllabus published by the Department. The course outline shall be designed according to a format developed by the Quality Assurance unit of the Islamic University College. c) During the last week of lectures or earlier, in the Semester, students shall be called upon to evaluate the Lecturer’s handling of the course, including his/her ability to impart knowledge, the effectiveness of the instructional approach, encouragement of students to read widely beyond what is taught in class, and the Lecturer’s preparation for the course and the extent of coverage of the detailed course outline. d) It is the responsibility of each student registered at the Islamic University College, Ghana to be familiar with the specific requirements of the bachelor’s degree which he/she plans to pursue, as well as the rules, regulations and policies of the University and of the Departments or Faculties/Schools concerned. e) Each student is responsible for ensuring that the courses in which registration is effected satisfy the programme requirements of the Bachelor’s Degree sought; advice and/counseling for all who need assistance is freely available. f) It is also understood that every student, by the act of registering, agrees to abide by all rules, regulations and policies of the Islamic University College, Ghana and of the Department or Faculty/School in which that student is registered. g) Each student is expected to be familiar with the General Information outlined in this Handbook as well as the information pertaining to the Department or Faculty/School in which he/she is enrolled. Students shall therefore be held liable for any lapses. When in doubt, students may consult their Heads of Department in writing with a copy to the Director, Academic Administration asking that advice be given in writing. h) Except with the express written approval of the President of the Islamic University College, Ghana, no student is permitted to register for two programmes at the same time either within or outside the University. The sanction for such an offence shall be the cancellation of the University registration or loss of studentship.

19 6.1 APPLICATION Currently, the following Bachelor’s Degree programmes are available to any interested candidate, on application:

6.1.1 BACHELOR OF ARTS - BA – RELIGIOUS STUDIES i) Department of Religious Studies: ∑ Bachelor of Arts (Religious Studies) with specialization in Islamic Studies ii) Department of Business Administration ∑ Bachelor of Business Administration (BBA) Degree, with specializations in - Accounting - Banking and Finance - Marketing - Human Resource Management (HRM) - Management Information Systems (MIS) iii) Department of Communication Studies ∑ Bachelor of Arts in Communication Studies, with options/specialization in - Journalism - Public Relations - Advertising

Viii) Department of Education and Psychology - Bachelor of Arts in Early Childhood Education - Diploma in Early Childhood Education

7.0 SEMESTER SYSTEM The Islamic University College, Ghana (IUCG) runs the Semester System in the Regular Session and the weekend Session programmes. Under the Semester System, the Academic Year (AY) comprises two Semesters: First Semester September - December Second Semester February – May/June.

7.1 STRUCTURE OF SEMESTER A Semester shall be of 16 weeks’ duration and shall be structured as follows: 13 weeks of Teaching 1 week of Revision 2 weeks of Examinations

20 7.2 DURATION OF STUDY PROGRAMMES Under the Semester System, the minimum period for completing an undergraduate degree programme for Level 100 entrants is eight Semesters (or four years) as a full-time student and the maximum period of 12 Semesters (or 6 years). For students entering at Level 200, the minimum shall be six Semesters (or 3 years) and the maximum shall be 10 Semesters (or 5 years). Any student entering the IUCG at Level 300 must spend a minimum period of four Semesters (or 2 years) and a maximum period of eight Semesters (or 4 years) to complete the Bachelor’s degree programme. A student who is unable to complete his/her academic programme during the stipulated minimum period may apply for re-admission. Such a student shall be required to pay Special Re-Admission Fee (Excess of Minimum Period) as determined by the University College, and must complete the programme within the maximum period specified. Under exceptional circumstances, a student in any academic programme who is unable to complete his/her programme within the stipulated maximum period may be allowed, on the payment of a Special Re-Admission Fee (Excess of Maximum Period) as determined by the University College, up to four additional Semesters to complete the programme. A student who fails to complete his/her programme within this additional period (or maximum permissible period) shall lose all credits accumulated, and his/her studentship shall be cancelled. Notwithstanding this cancellation of studentship, any such student may re-apply for admission into the University College.

7.3 INTERRUPTION OF STUDY PROGRAMME A student may interrupt his/her study programme for two continuous Semesters only, provided that the stipulated maximum period for the completion of that programme is not exceeded.

With the express written permission of the Vice President (Academic Affairs), a student may be permitted to interrupt his/her studies by two additional semesters, provided the total interruption(s) does/do not exceed two Academic Years.

A student who wishes to interrupt his/her study programme shall apply at least four weeks before the beginning of the Semester to the Head of Faculty/Department through Academic Administration Department, stating reasons why he/she wants to interrupt his/her study programme. The decision of the Head of Faculty/Department (arrived at after consultation with the student’s Academic Advisor and the University Counselling Centre) shall be communicated to the Vice President (Academic Affairs) for onward transmission to the Management Board for a final decision. This final decision shall be communicated to the applying student by the Vice President

21 (Academic Affairs) before the student temporarily leaves the University College.

A student who interrupts his/her studies beyond the permitted period of 2 or 4 Semesters shall be deemed to have vacated his/her position as a student of IUCG. Consequently, he/she shall lose all credits accumulated and his/her studentship shall be cancelled. Such a student may, however, be allowed to re-apply for admission to the University College.

A student who wishes to interrupt his/her study programme or to extend the interruption period beyond the permitted period shall apply to the Vice President (Academic Affairs) stating the reasons. The request would then be put before the Management Board for final determination.

Any student who does not follow the approved procedures before interrupting his/her studies shall be deemed to have abandoned his/her studentship. The Vice President (Academic Affairs) shall consequently cause the name of such a student to be removed from the IUCG’s student roll.

7.4 COURSE CREDIT One (1) course credit shall be defined as: One hour lecture or One hour tutorial, or One practical session (of 2 or 3 hours), or Six hours of field work per week for a Semester.

7.5 CODING AND NUMBERING OF COURSES Degree courses offered at the Islamic University College, Ghana shall have letter and number codes beginning with four letters followed by a three-digit number. The four-letter codes have two parts: (1) the first two letters IS indicating a course run by the Islamic University College; and (2) the next two letters signify the study programme into which the student is enrolled. The letters LA and UC refer to Liberal Arts and University-Required Course respectively.

7.6 COURSE NUMBERS The three-digit course numbers have the first digit indicating the Year Level of the course in the following ranges: Level 100 Courses: 150 – 199 Level 200 Courses: 250 – 299 Level 300 Courses: 350 – 399 Level 400 Courses: 450 – 499 The third digit in the number code shall be:

22 Zero (0) for a course that is offered in both Semesters; Odd (1, 3, 5, 7, or 9) for a course offered in the first Semester; Even (2, 4, 6, or 8) for a course offered in the second Semester.

7.7 WORKLOAD FOR A SEMESTER MINIMUM AND MAXIMUM WORKLOAD FOR UNDERGRADUATE PROGRAMMES All full-time students in any undergraduate programme shall be required to carry a minimum workload of 15 credits per Semester and a maximum of 20 credits per Semester, unless otherwise decided by the University College. No undergraduate student shall be permitted to carry more than 21 credits in any one Semester. Upon application to the appropriate Faculty/Department Board through the Academic Administration Department, an undergraduate student may be granted permission in writing by the Head of Faculty/Department to study for the Bachelor’s degree on part-time basis. Such a part-time student shall be required to carry a workload of less than the minimum prescribed for full-time students and must complete the degree programme within the periods specified in these regulations. A part-time student will not be entitled for on- campus accommodation.

7.8 COURSE MEMBERSHIP A student is considered to be a member in any course or class ONLY AFTER he/she has officially registered for that course or class and the Academic Administration Department has notified the Head of Faculty/Department; the student must possess a physical evidence of such a registration. The registration slip duly issued by the Academic Administration Department or a list of registered students (containing the student’s name and Identity Number) issued jointly by the Accounts Office and the Academic Administration Department on the University i-Campus network shall be considered as physical evidence of registration and shall serve as notification to the Head of Faculty/Department, Departmental Examinations Officer and the Lecturer of the course or class. The student remains a member of that class until the end of the Semester or until official drop is registered by way of Change of Registration Form (also called Add/Drop Form) obtainable from the Academic Administration Department or on the University i-Campus network. A student who does not possess the appropriate physical evidence of registration is not a member of the class; consequently, he/she shall not be allowed to attend course/class lectures or participate in class assignments, quizzes, tests, seminars, presentations, etc. The Lecturer of the course or class must ensure the enforcement of this prohibition.

23 7.9 COURSE AUDITING With the permission of the Head of Faculty/Department and upon the payment of the appropriate fee, a student may register to AUDIT a course or courses for which he/she is qualified. An AUDITing student is to be admitted to a class only if there are vacancies after all students who wish to enroll for credit in that course/class have been accommodated, and the permission of the Lecturer has been obtained. An AUDITing student is expected to attend at least 80 percent of all class periods. No credit or grade is given for an AUDITed course; consequently, the student does not have to take any examination or participate in a class assignment, and the Lecturer does not have to present examination results and reports on such a student. If, at a later time, the student decides to take the AUDITed course for credit, the desired course must be repeated. Audit Fee (which is the tuition charge for an AUDITed course) is the same as that of a credit course. A student may change from AUDIT to “credit” registration, and vice versa, for any course within the permissible time period. Normally, an AUDITed course is not taken later for a grade in the same Semester. However, a student may be permitted to change an AUDITed course for a “credit” grade if an official add is registered by way of Change of Registration Form with the appropriate signatures and within the permissible time period. 7.10 STUDY PROGRAMME FOR BACHELOR’S DEGREE The Total Study Programme for the Bachelor’s degree shall comprise the following: a) General University Requirements b) Faculty Requirements (where applicable) c) Core Courses -- the Major Departmental Requirements d) Prescribed Electives – to be defined by the Department e) Electives – the Student’s own chosen courses.

7.11 BACHELOR’S LONG ESSAY The Academic Board shall from time to time set the requirements for eligibility to write the Long Essay. The writing of the Long Essay shall be optional unless otherwise decided by the Academic Board. Long Essay/Project Work, wherever applicable, shall be submitted for assessment before the date of the last paper in the second semester examination. In default, the candidate shall be asked to submit the Long Essay/Project Work the following semester and it shall be treated as a Repeat Examination, with all its implications.

7.12 ASSESSMENT OF STUDENTS: CONTINUOUS ASSESSMENT AND FINAL EXAMINATION The score for the Continuous Assessment (CA) shall be the average of scores obtained from assessment of course works, project works, class assignments,

24 class tests/quizzes, mid-semester tests spread over, at least, two assignments or project works, class tests, etc. for the whole course. Marks may also be assigned for class participation and presentations, provided that such marks should not exceed 5% for any course. The CA score shall constitute 30% of the total score for the final course grade.

Where a mid-semester test constitutes the major part of the CA score for that course, a student who, for a cause considered to be good by the Departmental Board, is unable to take part or to complete such examination shall, as soon as practicable and on application to the Lecturer, be given special class assignment(s) in lieu of the missed test.CA value of zero shall be recorded for any such student if he/she fails to complete the special class assignment(s). At the end of each semester, there shall be a Final Examination for each course of study completed. The score for this final examination shall constitute 70% of the total score for the final course grade. All End-of-Semester examinations and Mid-Semester examinations shall be conducted by the Academic Administration Department; therefore, all Examination Papers for these examinations shall be submitted on due dates to the University Examination Officer through the Faculty/Departmental Examiner. Other Continuous Assessment (CA) methods such as class tests/quizzes and class assignments shall be conducted by the Lecturer, with or without the assistance of the Academic Administration Department.

In special circumstances where the Lecturer has no way of assessing a student for a CA score due to (i) the student’s intransigence (arising from lack of participation in class discussions and presentations, non-submission of class assignments and projects, and deliberately absenting himself/herself from class exams/quizzes including mid-semester test) or (ii) the student’s inability to take part in class assignments and tests (including mid-semester or examinations) in a previously-failed course because the student did not register early to re-sit the failed course, the Lecturer shall enter a CA score of zero for the student/candidate for that semester. The IUCG Examinations Policy and Regulations can be found in Sections 13.2.1 – 13.2.8 of this Handbook.

7.13 END-OF-SEMESTER EXAMINATIONS Each course, with the exception of a project work/long essay, shall normally be completed in one semester.

An end-of-semester examination shall normally be required as a part of every course. An examination schedule showing time and place of examination for each course shall be published each semester.

25 The marks obtained in the end-of-semester examination shall constitute 70% of the grade for the course while continuous assessment shall constitute the remaining 30%, except for practicals or other courses which are assessed entirely by continuous assessment.

Time allotted to examination papers shall normally be as follows: One-Credit Course - 1 hour Two-Credit Course - 2 hours Four-Credit Course - 2 to 3 hours

7.14 ELIGIBILITY FOR EXAMINATIONS a) A full-time student shall attend all such lectures, tutorials, seminars and practicals and undertake all other activities and assignments as are approved by the University in addition to those prescribed for the courses for which he/she has registered. b) Each Department shall, with the approval of the Academic Board, determine the requirements for the courses they offer. A student who does not fulfill the requirements for any course shall not be allowed to take the examination for that course. c) A student who is absent for a cumulative period of 25% of all lectures, tutorials, practicals and other activities prescribed for any course in any semester shall be deemed to have withdrawn from the course. Such a student shall not be permitted to sit the semester examination.

7.15 REGISTRATION FOR EXAMINATIONS a) Registration for a University examination shall require endorsement of the Registration List by the Head of department to the effect that the candidate has pursued satisfactorily the approved course(s) of study in each subject being offered over the prescribed period. A candidate's registration shall not be valid unless it is so endorsed. b) In the event of the withholding of an endorsement, the Head of Department shall request the appropriate School Management Committee to confirm the action taken. c) Where applicable, candidates shall have up to 3 weeks (21 days) from the commencement of the semester within which to ADD or DROP courses. d) Students whose names do not appear in any course list shall not be allowed into the end-of-semester examination for that particular course. Similarly, students who are duly registered for a course but who fail to take the end-of-semester examination for that course shall be deemed to have absented themselves from the examination of that particular course, for which grade X shall be awarded.

26 7.16 GRADING SYSTEM Until the Islamic University College-Ghana becomes autonomous, the grades shall be an adoption of what obtains at the University of Ghana and the University of Education, Winneba to which IUCG’s various programmes are affiliated.

UNIVERSITY OF GHANA GRADING SYSTEM2

LETTER PERCENTAGE GRADE INTERPRETATION GRADE MARK POINT A 80 – 100 4.0 Outstanding B+ 75 – 79 3.5 Very Good B 70 – 74 3.0 Good C+ 65 - 69 2.5 Fairly Good C 60 - 64 2.0 Average D+ 55 – 59 1.5 Below Average D 50 – 54 1.0 Marginal Pass E* 45 – 49 0.5 Unsatisfactory F 0 – 44 0 Fail *E may be accepted as a Pass for fulfilling pre-requisite for another course.

OTHER GRADES LETTER GRADE INTERPRETATION GRADE POINT P Pass (with percentage mark of 50 to - 100) X Fail (Incomplete without GOOD 0 reason) Z Disqualification 0 I Incomplete (with GOOD reason) - FA Failing Due to Inadequate Class 0 Attendance W Withheld ?? Y Continuing - AUDI Audit 0

2 The Grading System of the University of Education, Winneba is attached as appendix 1.

27 7.17 DEFINITION OF GRADES Pass grades from the highest to the lowest shall be A, B+, B, C+, C, D+, D and P. Fail grades shall be E, F, FA, X and Z. However, grade E may be accepted as a pass for fulfilling a pre-requisite for another course. Grade P (for Pass) shall be awarded for a University-Required course or any other course for which examinations are required but no credit unit is assigned. Such University-Required courses are two (2) hour courses and have UR indicated against their credit units. A student must have obtained a minimum of 50% of the total examination marks to earn Grade P in such a course; otherwise, the student shall be awarded Grade F (for Fail). An UR-designated (“University-Required”) course shall NOT count in the computation of the various grade point averages such as GPA, CGPA and FGPA. However, a student who fails to obtain a Grade P in any UR- designated course shall not graduate unless he/she re-sits and passes the course. Grade I (for Incomplete) shall be awarded to a student who is unable to complete a course for reason(s) adjudged by the Board of Examiners to be satisfactory. A course with Grade I shall not count in the computation of the various grade point averages such as GPA, CGPA and FGPA. A student with Grade I shall be expected to complete the course the very next time the course is available. Otherwise, Grade F [or X] shall be awarded and shall count in the computation of the various grade point averages Grade X (for Fail) shall be awarded to a student who is unable to complete a course for reason(s) adjudged by the Board of Examiners as unsatisfactory. Grade Z (for Disqualification) shall be awarded to a student who is found to have engaged in an examination malpractice or offence, including an attempt to gain unfair advantage in any examination paper or Project Work or Long Essay. A candidate awarded a grade Z may be debarred from taking a University examination for a stated period or indefinitely, or may be expelled from the University altogether. A Grade Z may be awarded only by the Board of Examiners. Grade W (for Withheld) shall be entered for the actual grades of a student who has not settled his/her fees. The actual grades of the Withheld results shall only be released upon the payment (or agreed arrangement for payment) of the fee arrears or replacement of the library book(s) immediately after the release of the results. The actual grades of the Withheld results shall be taken into account in the computation of the various grade point averages. Grade FA (for Failing due to Inadequate Attendance) shall be given to a student who is absent for a cumulative period of 25% from all lectures, tutorials, practicals, seminar or other academic activities for any course in any

28 one Semester. Such a student shall be deemed to have withdrawn from the course, and shall not be permitted to sit for the examination for that Semester. Grade FA shall supersede any result, whether or not the student took the relevant examination. The Grade FA may be awarded only by the Board of Examiners. Grade Y (for Continuing) shall be awarded at the end of a Semester to any student who is taking a course which continues into the next Semester; for example, the 4-credit 2-semester course Long Essay should be graded Y (with no grade point) at the end of the First Semester and shall not count in the computation of the various grade point averages for that Semester. In the Second Semester, the grade point obtained (corresponding to the actual percentage marks) shall be applied to the entire 4 credits for that course. Grade AUDI (for Audit) shall be awarded to a student for attendance at lectures but where no examination is taken, or where an examination is taken but no marks can be returned for good reasons. For official recognition of any course as audited course, the student must have obtained the permission of the Head of Department and paid the appropriate auditing fee. The Grade AUDI is not taken into account in the computation of the various grade point averages.

7.18 COMPUTATION OF VARIOUS GRADE POINTS (GPA, CGPA, FGPA) Grade Point (GP): With the exception of Grade P, each Grade is assigned an equivalent grade point as indicated in the Tables in paragraph 4.20.1 above (pages35-36). The number of grade points earned by a student, for each course completed, is calculated as the product of the number of credits for the course and the grade point equivalent letter of the grade obtained in that course. For example, a student with letter grade of A in a 3-credit course has an earned Grade Point (GP) of 4.0x3 = 12 credits. Grade Points shall not be computed for UR-designated courses.

Grade Point Average (GPA): The student’s grade point average for any one Semester is calculated by totalling the grade points obtained in each course taken and dividing the sum by the total number of credits of all the courses taken in that Semester. Cumulative Grade Point Average (CGPA): The student’s cumulative grade point average is calculated by dividing the total number of grade points obtained, up to any specified time, by the total number of credits of all courses registered and/or taken by the student up to that time, except that UR-designated courses shall not be included in the computation of “the total number of grade points obtained” nor counted among “the total number of credits of all courses registered and/or taken”.

29 Final Grade Point Average (FGPA): The FGPA is the cumulative grade point average (CGPA) for all courses registered and taken (exclusive of UR- designated courses), up to the end of a student’s academic programme.

7.19 STUDENT IN GOOD STANDING A student in good standing shall be one whose Cumulative Grade Point Average (CGPA) is at least 1.00 (Grade D).

7.20 DEFERMENT OF EXAMINATION a) On Grounds of Ill-Health: A student who has satisfied all the requirements as prescribed in Section 7.15 but is unable to take the main (end-of-semester) examination on grounds of ill-health, shall, on application to the Vice President (Academic Affairs), and on provision of a Medical Certificate issued by a medical authority recognized by IUCG, be allowed to defer the semester examination and take the examination at the next offering. b) On Grounds Other than Ill-Health: In cases of requests for deferment on grounds other than ill-health, the appropriate Head of Department shall invite the applicant for an interview and advise the University College accordingly. It shall be the student's responsibility to satisfy the University College beyond reasonable doubt why he/she wishes to defer the examinations. c) In all cases of requests for deferment of examinations, the applicant(s) must obtain written responses from the Vice President (Academic Affairs) before leaving the University.

7.21 REPEAT COURSES/EXAMINATIONS A student may decide to re-register for, and repeat, a failed course only on a future occasion upon payment of the appropriate fee. If he/she repeats the course and passes its examination, he/she shall be awarded the full grade earned on that occasion. The student’s transcript will show the number of occasions the candidate took the examination for that particular course and the grades earned on all such occasions. However, section 9.31(c) shall apply to determine the grade. No student shall be allowed to repeat (or re-sit) an examination for a course in which he/she has earned a passing grade (Grade A, B+, B, C+, C, D+, D or P). A failed course (Grade E, F, FA, X or Z) shall be repeated for all University- required courses as well as for core courses and Prescribed Electives determined by the Department. For student-chosen free electives, the student may choose not to repeat the failed course (Grade E or F). A failed course (Grade E or F) shall be repeated once or twice only. For example, a student who obtained Grade F(or FA, X or Z) at the first sitting of an examination may

30 repeat/re-sit the examination and earn Grade E; a second re-sit is required for a passing grade (say, Grade B). A weighted average of grades obtained for each repeated course shall be used in the calculation of the Grade Point for that course. For example, a (once-only) repeated course of 3-credits with an ‘E’ at first attempt and a ‘B+’ at the second attempt shall attract a Grade Point of [ ½ (0.5x3 + 3.5x3) = ] 6 credits for that particular course. The student’s transcript will show the number of occasions the student sat for the examination for that particular course and the grades earned at each sitting.

7.22 DECLARATION OF RESULTS The Board of Examiners shall discuss and approve the results of Semester examinations taken at the end of each semester. Such results shall normally be signed by the Vice President (Academic Affairs) and submitted to the Director (Academic Administration) who shall, in consultation with the Accounts Department, publish the results before the commencement of the next semester. Students in good financial standing may access their results which indicate their performance in the examination through the students’ portal on the i- Campus Network. Hard copies of the examination results shall also be posted on the University Notice Board(s).

7.23 REGULATIONS FOR PROGRESSION AND WITHDRAWAL REGULATIONS FOR PROGRESSION a) A candidate shall be deemed to have satisfied the requirements for progression if he/she has obtained a CGPA of 1.00 or better overall in all examinations. b) In addition, the student shall have satisfied all University and Faculty/Department requirements for progression into courses at the next Level. c) There shall be no probation. d) A candidate who does not qualify to progress to the next level on the basis of 7.20 above shall be asked by the Vice President (Academic Affairs) to withdraw from the University.

7.24 Withdrawal Due To Poor Academic Performance In addition to these regulations for academic progression, any student at any level, who a) fails in more than 3 courses in any one semester, or

31 b) Fails in 6 or more courses (cumulatively) in the two semesters of any academic year, shall be asked by the Vice President (Academic Affairs) to withdraw from the IUCG.

7.25 ELIGIBILITY FOR BACHELOR’S DEGREE A Bachelor’s degree appropriately designated shall be awarded by the relevant IUCG Mentor University to a candidate who has been properly admitted to IUCG, has followed the approved courses of study over the prescribed period and has satisfied the following conditions:

(i) University Requirements: (a) Evidence of regular enrolment in the degree programme; (b) Discharge of all obligations owed to IUCG; (c) A pass with at least a Grade D in all University Required Courses with credit weighting or A pass at Grade D (for credit courses) or Grade P (for UR-designated courses) in all University-Required courses; (d) Satisfactory performance in all examinations appropriate for the degree

(ii) Faculty/Departmental Requirements: (a) Satisfactory discharge of such requirements as may be prescribed for the degree.

7.26 REQUIREMENTS FOR GRADUATION A student is deemed to have qualified for graduation in a Bachelor’s degree programme if: a) he/she has passed in all the University and Faculty/Department- required courses; b) he/she has satisfactorily discharged all financial and other obligations owed to IUCG; c) the number of required University, Core and prescribed Elective courses studied is not less than 120 credit units and not more than 136 credit units; d) he/she has passed in at least 120 credit units of all courses taken; and e) The cumulative number of Core and prescribed Elective courses failed is not more than 16 credit units, provided the grade obtained in each of the failed courses is not lower than Grade E. f) For Level 200 entrants, the student must have passed in at least 102 credits out of a maximum of 118 credits provided that failed courses should not be more than 16 credit units and each failed grade is not lower than Grade E.

32 The final decision on the graduation of the student is, for the time being, the responsibility of the relevant Mentor University to which IUCG is affiliated.

7.27 CLASSIFICATION OF DEGREE All end-of-semester examination results from Level 100, including University and department- required courses, shall be taken into account in the computation of the Final Grade Point Averages (FGPA) for the classification of the Bachelor’s degree. ∑ the Grade Point Averages (GPAs) at Levels 100, 200, 300 and 400 shall have equal weighting; and ∑ the weighted average of grades obtained for each repeated course shall be used; for example, a repeated course of 3-credits with an ‘E’ at first attempt and a ‘B+’ at the second attempt shall attract a Grade Point of [ ½ (0.5x3 + 3.5x3) = ] 6 credits for that particular course. Additionally, the student’s transcript will show the number of occasions the student sat for the examination for that particular course and the grades earned at each sitting. ∑ **The GPAs from Levels 100 to 400 shall be weighted as follows: 1:1:2:2 ∑ The full scheme of classification shall read as follows:

Class of Degree Range of Final Grade Point Average (FGPA) First Class 3.60-4.00 Second Class (Upper 3.00-3.59 Division) Second Class (Lower 2.00-2.99 Division) Third Class 1.50-1.99 Pass 1.00-1.49 Fail 0.00-0.99

7.28 CONFERMENT OF AWARD OF DEGREE A list of candidates who are deemed eligible as in Sections 7.26 and 7.27 shall be laid before the Academic Board for approval. No award shall be conferred unless the Academic Board is satisfied that the candidate has met all the conditions for the award of a degree. The conferment of award of degree in any academic discipline shall be subject to confirmation by the Academic Board of the Mentor University to which such academic discipline is affiliated.

33 7.29 DATING OF THE DEGREE The date of award of the degree is usually the last day of the final examination period in the semester. However, in the case of students who face disciplinary action, the dating of the certificate shall be the date on which the sanction is fully served.

7.30 PRESENTATION OF AWARD Following conferment of an award of a degree as in Section 9.32, the candidate shall be entitled to be awarded the appropriate Bachelor's degree under the seal of the relevant Mentor University at a Congregation of the University College assembled for that purpose. The degree shall indicate the academic programme offered and the class awarded.

7.31 TRANSCRIPT OF ACADEMIC RECORD The Academic Affairs Department shall keep a complete academic record of all courses taken by any student who has passed through the Islamic University College, Ghana, whether he/she graduated or not. This complete academic record shall list all courses taken or attempted chronologically and shall form the basis of a student’s transcript. At the end of a student’s academic programme or upon his/her transfer to another university, the University College (IUCG) shall issue certified/official copy or copies of the individual student’s transcript of academic record to him/her upon written request to the Vice President (Academic Affairs) and payment of prescribed fees. No transcript shall be released for anyone who has not fully discharged his/her financial obligations to the University College. Official transcript of a student’s academic record shall bear the signature of the Vice President (Academic Affairs) and the seal of the University College. An unofficial transcript is available to students who have just completed their programme of study, through their individual student portals on the i-Campus Network after release of the results of the most recent examinations in which he/she participated. The unofficial transcript contains all the information that official transcripts carry – a full list of all grades for all courses taken in chronological order – except that the unofficial transcript has COPY inscribed in the background and does not bear any signature or seal. The unofficial transcript may also be accessed by continuing students (through the student’s portal on the i-Campus Network) for planning the rest of their academic programmes.

34 7.32 CANCELLATION OF AWARD Notwithstanding previous confirmation of an award of a degree as in Section … and presentation of a certificate as in Section …, the Academic Board may at any time recommend to the Mentor University, the cancelation of an award, even with retrospective effect, if it becomes known that: a) a candidate had entered the University College with false qualifications, or b) a candidate had impersonated someone else, or c) a candidate had been guilty of an examination malpractice for which a grade Z would have been awarded, or d) that there are other reasons that would have led to the withholding of confirmation of the award in the first place.

In any such event, the decision of the Academic Board shall be published on the Notice Board of the University College and the candidate notified. Such cancellation and the reasons for it shall be entered on the candidate's transcript.

7.33 REVIEW OF COURSE OFFERINGS AND COURSE DESCRIPTIONS The courses offered and the course contents are reviewed periodically to ensure relevance to the business needs of Ghana and West Africa and for the general development of Ghana. The course content is evaluated (and reviewed, where necessary) every 4 to 5 years for the purpose of guaranteeing (to the students, employers and the managers of Ghana’s educational system) that IUCG continues to maintain “quality” and “excellence” in education.

7.34 UNIVERSITY REQUIRED COURSES The University-required courses are a part of IUCG’s general education programme which is intended to provide a rewarding experience for all students who undertake undergraduate studies in the University College. The interdisciplinary courses in the programme, are further intended to foster broad student familiarity with key advances in the humanities, science and technology. Students are required to pass all University-Required courses with a Grade D or better.

35 The courses are as follows: COURSE COURSE TITLE CREDIT TARGET GROUP CODE UNITS ISUC 151 Science and Technology in our 3 All students Lives ISUC 154 Numeracy Skills 3 All students except those reading Administration ISUC 153 Critical Thinking & Practical 3 All students Reasoning ISUC 152 Academic Writing I 3 All students ISRS 151 Introduction to Islam 3 All students except those reading Religious Studies Introduction to slamic 3 A university-required course ISRS 261 Jurisprudence for all students, but a core course for students reading Religious Studies ISRS 152 Introduction to Christianity 3 All students ISUC 161 Arabic Language Skills I 3 Not available for students with good prior knowledge of Arabic and those doing ISUC 167: Persian Language Skills I ISUC 162 Arabic Language Skills II 3 All students except those doing ISUC 164: Persian Language Sills II ISUC 163 Intermediate Arabic Language 3 For students with good prior knowledge of Arabic and not available to those doing ISUC 167:Persian Language Skills I ISUC 164 Persian Language Skills II 3 Not available for students doing ISUC 162: AraicLanguage Skills II ISUC 167 Persian Language Skills I 3 Not available for students with good prior knowledge of Persian ISUC 252 Introduction to African Studies 3 All students ISUC 251 Academic Writing II 3 All students ISUC 254 Fundamentals of Islamic 3 A University-required course Commerce and Banking for students reading Religious Studies

ISUC 356 Entrepreneurship & Small 3 University-required course for Business Management students reading Business Administration

36 8.0 DEPARTMENTS 8.1 DEPARTMENT OF RELIGIOUS STUDIES – (ISLAMIC OPTION) The Department of Religious Studies was the first Department to be established in the Islamic University College, Ghana. It has since 2001 been affiliated to the Department for the Study of Religions, University of Ghana, Legon. The Department focuses on Islamic Studies but also deals with other disciplines such as Comparative Studies in Religion as well as study of other Divine Religions (Judaism and Christianity), Eastern Religions (Hinduism, Buddhism, Shintoism, Daoism, Zoroastrianism, Confucianism etc) and African Indigenous Religions. The overall aim of the Department is to give students quality education through knowledge based on true religious principles and values by inculcating in them high sense of morality, honesty, tolerance and trust in the Almighty Allah. In this regard, the Department also serves as a service centre for other departments of IUCG for the study of some specific Religious Courses. As part of its social responsibility, the Department offers services to the Ghanaian community in several ways, one of which is the regular training of Imams (who superintend in mosques in several parts of Accra and its environs) in the Tafsir (interpretation) of the Islamic Scripture, the Qur’an and in the management of mosques. The Department also works in close collaboration with the Religious and Cultural Affairs Office of the IUCG in organizing Da’wah (preaching/counseling) sessions at the Nsawam Medium Security and other Prisons. The aim is to implant Islamic love and compassion on the inmates (Muslim and non-Muslim alike) of the security facilities.

8.2 FACULTY

Regular Dr. Hussein Iddris IBRAHIM Lecturer / Head of Department, BA, M-Phil PhD Sheikh ISSAKA Abubakar Lecturer, Arabic: BA; M-Phil Mr. SHAMHUNA Abdul-Aziz Lecturer: BA, M-Phil Mr. Abdul Hussein ISHAQ Lecturer: BA, M-Phil Mustapha Abdullah KUYATEH Lecturer: BA, M-Phil

Part Time Kasim M. Ameen - Assistant Lecturer: BA, M-Phil, PhD (in progress) Mohammed Mujib - Assistant Lecturer: BA, M-Phil Kassim Mohammed Lecturer: BA, M-Phil, PhD (in progress) Madam Priscilla A Lecturer: BA, M-Phil Hussein Kamagtey Tutor (Arabic), BA, M-Phil

37 8.4 PROGRAMME STRUCTURE

LEVEL 100 FIRST SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS ISLA 155 Introduction to Sociology 3 Introduction to Communication UR ISCO 151 Studies

ISUC 151 Science and Technology in Our Lives 3

ISUC 153 Logic and Critical Thinking 3

ISRS 151 Introduction to Islam 3

ISUC 161** Arabic Language Skills I OR 3 ISUC 163 Intermediate Arabic Language

T O T A L 15

** NOT AVAILABLE for students with Good prior knowledge of Arabic Language.

LEVEL 100 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

ISUC 152 Academic Writing in English I 3

ISUC 154 Numeracy Skills 3

ISUC 156 Psychology for Everyday Living 3

ISUC 158 Introduction to Computing 3

ISRS 152 Introduction to Christianity 3

ISUC 162 Arabic Language II 3 T O T A L 18

38 LEVEL 200 FIRST SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISUC 251 Academic Writing in English II 3

ISAR 251 Arabic Grammar I 3

ISBA 261 Human Behaviour in Organizations UR

ISRS 251 Islamic Theology I 3

ISRS 253 Introduction to Theological Studies 3

ISRS 255 Introduction to the Study of Religions 3 Islamic Jurisprudence 1 (For all L 200 ISRS 261 3 Students ) T O T A L 18

LEVEL 200 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISUC 252 Introduction to African Studies 3

ISRS 252 Islamic Theology II 3

Intro. to Ethical Theories and ISRS 254 3 Religious Ethical Systems Introduction to Philosophy of ISRS 256 3 Religion Islamic Jurisprudence 2 ISRS 262 (Available for only L 200 Students 3 in Religious Studies) ISUC 260 Introduction to Management 2 ISBA 270 Information Systems (DELETE) Fundamentals of Islamic ISUC 254 2 Commerce and Banking

39 ELECTIVES

ISRS 264 Islamic Education and Da’wah OR 3 ISAR 252 Arabic Grammar II

T O T A L 22

LEVEL 300 FIRST SEMESTER CREDIT COURSE CODE CO U R S E T I T L E UNITS CORE COURSES

ISRS 351 3 Research Methods in Religion

ISRS 361 Qur’anic Studies 3

ISRS 363 Family Law in Islam 3

ISRS 377 Psychology of Religion 3

African Indigenous Religions (AIR) and ISRS 383 3 Development

ELECTIVES

ISAR 351 Arabic Set Texts 3 ISRS 369 Religion, Medicine and Healing

T O T A L 18

40 LEVEL 300 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

ISRS 362 Study of Hadith 3

ISRS 366 Islamic Ethics 3

ISRS 374 Christian Faith and Practice 3

ISRS 382 Oriental Religions 3

Entrepreneurship and Small- ISUC 356 3 Business Management

ISCO 378 Media and Muslim Society UR

ELECTIVES

ISAR 352 Classical Arabic Set Texts 3

ISRS 364 Islam in West Africa 3

TOTAL 18

41 LEVEL 400 First Semester

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISRS Long Essay 3 450 ISRS Comparative Study of Religion 3 451 ISRS Kalam (Scholastic Theology) 3 453 ISRS Islam in Ghana 3 455 ISRS Islam and Human Rights 3 469

ELECTIVES

ISAR Modern Arabic Set Texts 451 ISRS Advanced Hadith Studies 3 459 ISRS Lives and Works of Selected 467 Muslim Scholars

T O T A L 18

42 LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISRS 450 Long Essay – Continued 3

ISRS 454 Islam and African Culture 3

ISRS 456 Religion and Human Values 3

ISRS 462 Modern Trends in Islam 3

Muslim Groups and Schools of ISRS 466 3 Thought

ELECTIVES (Choose ONE )

ISAR 452 Arabic Language Proficiency 3

ISRS 458 Islam and Diplomacy 3

T O T A L 18

43 8.4.1 COURSE DESCRIPTIONS ISLA 155 INTRODUCTION TO SOCIOLOGY (Credit-3) The course aims to introduce students to the basic principles of Sociology as a discipline. Topics include definition, nature and scope of Sociology; the origin and pioneers of Sociology, the major perspectives in Sociology (Functionalism, Marxism and Interactionism); methods of generating social science knowledge; concepts of society, culture, socialization, deviance; social structure and social change; and social stratification.

Reading List Abbott, P., Tyler, M., & Wallace, C. (2006). An introduction to sociology: Feminist perspectives. London: Routledge. Giddens, A. (2006). Sociology. Cambridge: Polity Press Giddens, A., Duneier, M., Appelbaum, R. P., & Carr, D. (2000). Introduction to sociology. New York, NY: WW Norton. Gyekye, K. (2003). African cultural values: An introduction. Accra: Sankofa Publishing. Nukunya, G. K. (2003). Tradition and change in Ghana: An introduction to sociology. Accra: Ghana Universities Press

ISCO151 INTRODUCTION TO COMMUNICATION STUDIES (UR) ISCO151 offers students comprehensive view of the basics and processes of human communication. Topics include definition and evolution of communication, history of communication before and after the emergence of the press, scope and purpose of communication, the processes and types of communication, functions and role of communication, and introduction to the major components of the media of mass communication including print, radio, television and new media.

Reading List Fiske, J. (2010). Introduction to communication studies (3rd ed. ) New York: Routledge. Hartley, J. (2011). Communication, cultural and media studies: The key concepts (4th ed.). New York: Routledge. Hemanta, J. M. (2013). Introduction to mass communication and journalism. Delhi, India: Vikas Publishing House. Jefferson, D. P. (2008). “The new history of mass communication research”. In History of media and communication research: Contested memories. New York, N.Y.: Wiley-Blackwell. Rosengren, K. E. (2000). Communication: An introduction. London: Sage Publications

44 ISUC 151 SCIENCE AND TECHNOLOGY IN OUR LIVES (Credit – 3) This course introduces students to the application of science to everyday life. Topics include the study of the principles of biology (botany and zoology), science and technology; foundations of scientific thought; the application of science and technology to life; changing societies for scientific and technological advancement; the application of science and technology to human life; the future of human life.

Reading List Alsop S., Bencze L., &Pedretti E. (2005). Analysing Exemplary Science Teaching.Theoretical lenses and a Spectrum of Possibilities for Practice. New York, NY: McGraw-Hill Education Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International. Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. &Wajeman, J. (2007). The handbook of science and technology studies. Boston, MA: The MIT Press Myers, D. (2005). Surfactant Science and Technology. New York, NY: John Wiley & Sons.

ISUC 153 LOGIC AND CRITICAL THINKING (Credit – 3) The course introduces students to logic and critical thinking in providing a corrective and diagnostic skill set that enables students to discriminate in a logical sense. Topics include the contrast between inductive and deductive reasoning; types of support and the quality of evidence; peer pressure and mob mentality. the logical structures of the different types of arguments; missteps that people often make in everyday reasoning, including judgments based on probability; principles of probability; making good judgments in situations of uncertainty; skills in evaluating and making arguments.; aspects of critical thinking itself; understanding the logical structures of the primary classes of arguments used in the everyday contexts of life including their strengths and weaknesses; common fallacies in reasoning, including reasoning involving determining probabilities; constructing good arguments using principles of informal reasoning; reflection on personal thinking practices; and listening to the arguments of others.

45 Reading List Brooke, N. M. & Parker, R. (2001). Critical Thinking (6th ed.). New York, NY: McGraw-Hill Layman, C. S. (2002). The Power of Logic (2nd ed.). New York, NY: McGraw –Hill Moore, B. N., Parker, R., & Rosenstand, N. (2011). Critical thinking. New York, NY: McGraw-Hill. Salmon, M. (2012). Introduction to Logic and Critical Thinking. Boston MA: Cengage Learning Warurton, N. (2000). Thinking from A to Z (2nd ed.). New York, NY: Routledge

ISRS 151 INTRODUCTION TO ISLAM (Credit– 3) Introduction to Islam focuses on the origin and development of Islam within its cultural context, the origins of the Qur’an and the Hadith and the difference between them. It discusses non-Muslim views about Islam and the Prophet of Islam. This course also seeks to provide an “empathetic” introduction to the tradition as a whole, balancing the insiders’ and outsiders’ views, the diversity and the unity of the tradition, the historical and the contemporary, and the political/social and the more strictly religious. At all points, though, an effort is made to indicate the current relevance of the course.

Reading List Lippman, T. W. (1995). Understanding Islam: An introduction to the Muslim world. New York, NY: Meridian. Muhammad, H. (1976), The Life of Muhammad, New York: NY. American Trust Publications. Razack, S. (2007). Casting out: The Eviction of Muslims from Western Law and Politics. Toronto: University of Toronto Press. Varisco, D. (2005). Islam Obscured: The Rhetoric of Anthropological Representation. London: Palgrave Macmillan Waines, D. (2003). An introduction to Islam. Cambridge, MA: Cambridge University Press.

ISUC 161 ARABIC LANGUAGE SKILLS I (Credit – 3) This course aims to introduce students to the fundamentals of the Arabic language. Topics include the study of the alphabets and how to form words; sounds of the alphabets, consonants, vowels – long and short, Diphthong, Hamza, Sun and Moon letters, definite articles, nouns, verbs, and propositions relevant to everyday vocabulary; the case system: nominative and causative, gender and translation exercises; and the construction of simple sentences.

46 Reading List Omar, M. K., & Nydell, M. K. (2007). The Acquisition of Egyptian Arabic as a Native Language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language Contact and Language Conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic Language and National Identity: A study in Ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. New York, NY: Cosimo Inc…

ISUC 163 INTERMEDIATE ARABIC LANGUAGE (Credit – 3) The Intermediate Arabic course is designed for students who already have basic knowledge of the Arabic language. The course thus assumes prior knowledge of Arabic alphabets, some vocabulary and primitive sentence formation. The course seeks to extend this basic knowledge with a study of parts of speech in Arabic -- Noun, Verb, Articles and their types; formation of simple sentences -- normal and verbal sentences; singular, dual, plural and their types; masculine and feminine genders. Verbs -- types of verbs with regard to sound and weak letters; verbs in terms of tenses (present and past tenses) as well as the command verbs and how they are formed in Arabic. Students will be required to translate simple sentences from Arabic into English and vice versa.

Reading List Omar, M. K., & Nydell, M. K. (2007). The Acquisition of Egyptian Arabic as a Native Language. Washington, DC: Georgetown University Press. Rouchdy, A. (Ed.) (2013). Language Contact and Language Conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic Language and National Identity: A study in Ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. New York, NY: Cosimo Inc.

47 ISUC 251 ACADEMIC WRITING IN ENGLISH II (Credit – 3) The course is designed to introduce students to the acquisition of reading skills to enable them do a critique on a variety of academic essays in their areas of study. Topics include process writing which involves: pre-drafting, drafting, re- writing and revising; grammar through proof reading and editing activities; writing from multiple sources as preparation for doing research-based writing; skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay; and introduction to academic presentation skills.

Reading List Ebest, S. B., Alred, G. J., Brusaw, C. T. & Oliu, W. E. (2003). Writing from A to Z. (4thed.). Boston: McGraw Hill

Gborsong, P. A. (2002). A Comprehensive Guide to Communicative Skills. Cape Coast, Ghana: University of Cape Coast.

Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing. Ann Arbor, MI: University of Michigan Press.

Langan, J. (2005). College Writing Skills with Readings. (6th ed.). Boston, MA: McGraw Hill

Reid, S. (2006). The Prentice Hall Guide for College Writers. (7th. ed.). Upper Saddle River, NJ: Pearson Prentice-Hall

Swales, J. M., & Feak, C. B. (2004). Academic Writing for Graduate Students: Essential Tasks and Skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.

ISAR 251 ARABIC GRAMMAR 1 ( 3 CREDITS) Areas of emphasis are Parts of speech, Nouns, Ponouns (relative and demonstrative), singular, and dual; Plural (sound plurals and broken plurals. List of vocabulary will be provided. Translations exercises, Gender (masculine and feminine, prepositions and construct phrases, Adjectives, conjunctions, the per mutative (badal) and the emphatic; Verb (perfect and imperfect particles governing imperative verbs; nominal and verbal sentences

48 Reading List Omar, M. K., & Nydell, M. K. (2007). The Acquisition of Egyptian Arabic as a Native Language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language Contact and Language Conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic Language and National Identity: A study in Ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. New York, NY: Cosimo Inc…

ISBA 261 HUMAN BEHAVIOUR IN ORGANIZATIONS (UR) (NOT OFFERED BY STUDENTS READING RELIGIOUS STUDIES) The course introduces students to the human resource factor and behaviour patterns in organizations. The course focuses on individual and group behaviours and their impact on values of the organization, group dynamics, teamwork and communication within groups, company leadership, power and influence, supervision, membership conflict and cooperation; communication network and structures; job satisfaction, job attitudes, motivation and morale; organizational change and development; impact of technology on organizations; personnel psychology; bargaining behaviour and group dynamics; and the external influences on human behaviour in organizations.

Reading List Golembiewski, R. T. (2001). Handbook of Organizational Behavior. New York, NY: Prentice-Hall. Griffin, R., & Moorhead, G. (2011). Organizational Behavior. London: Cengage Learning. Schwart, S.M. (2011). Corporate Social Responsibility: An ethical approach. New York: Broadview Press. Vandeveer, R. C. & Menefee, L. M. (2009). Human Behavior in Organisation. New York, NY: Pearson Prentice Hall Zastrow, C., & Kirst-Ashman, K. (2006). Understanding Human Behavior and the Social Environment. London: Cengage Learning.

ISRS 251 ISLAMIC THEOLOGY I (Credit – 3) The 2-Semester course in Islamic Theology aims at introducing students to the meaning and scope of theology, in-depth discussion of Islamic Theological questions. Theology 1 is a survey of three of the six articles of Islamic faith: i.e. belief in God, Angels and Scriptures. Topics to be covered include (a) Theology of the theistic religions and the concept of God (Allah) in Islam –

49 Tawhid, Shirk and Kurf; (b) in-depth discussion of 10 selected attributes of Allah; (c) Angels: nature and the arch-angels i.e. Jibril, Mikail, Israfil, Azarail; (d) Scripture: meaning and concepts; Revelation as source of scripture; Revelation and Inspiration; Qur’an and other scriptures.

Reading List Izutsu, T. (2006). The Concept of Belief in Islamic Theology. The Other Press. Mujtaba, M. L. (2008) Knowing God. Qum: Al-Hadi Press Reza, B. (2005), Fundamentals of Knowing God . Qum: Ahlul Bayt Digital Islamic Library Watt, W. M. (2008). Islamic Philosophy and Theology. Transaction Publishers. Winter, T. (2008). The Cambridge Companion to Classical Islamic Theology. Cambridge University Press Yasin, A. T. (2007), The Concept of God in Islam. Qum: Ansariyan Publication

ISRS 253 INTRODUCTION TO THEOLOGICAL STUDIES (Credit –3) This course places emphasis on the definitions, meaning and nature of theology from Christianity, Islam and African Indigenous Religious (AIR) perspectives; the different branches of theology, e.g. systematic, historical, practical. The various methodological issues in theological studies are of great importance. Again, basic theological orientations, exegesis and interpretation, as well as academic and popular approaches in theological studies are also of essence to this study. The importance of context in theologizing, and some key theological elements in AIR, Christianity and Islam are also emphasized. Some contemporary theological issues in relation to culture, religion, ecology, health and development are also relevant topics of discussion.

Reading List Iznaz, G. (1981). Islamic Theology and Law, New Jersey, Princeton University Press Mbiti, J. S. (1991). Introduction to African Traditional Religion, Oxford: Heinemann, Educational Publishers Millard, J. E. (1996) Christian Theology, Michigan Baker Book House Paul, H. (2002). The Varieties of Beliefs. London: Routledge Robert, L. H. (ed) (2000). God, Science and Humility. Pennsylvania: Templeton Foundation Press

ISRS 255 INTRODUCTION TO THE STUDY OF RELIGIONS (Credit –3) This course aims at introducing the student to the methods of studying religion, especially the scientific/phenomenological approach. It exposes students to Origins and Theories of Religion,Dimensions and characteristics of Religion (religious experience and its expressions), Social dimensions of Religions with special emphasis on the African/Ghanaian situations. The study shall reflect

50 the pluralistic nature of Religions. Also covered are views about religion made by scholars like Karl Marx, Sigmund Freud and Emile Durkheim; also be discussed are similarities and dissimilarities among religions from a survey of a variety of living religions including Judaism, Christianity, Islam, African Indigenous Religions, Hinduism and Buddhism.

Reading List Aldridge, A. (2000). Religion in the Contemporary World: A Sociological Introduction (p. 215). Cambridge: Polity Press. Hilary, R. & John, S. H. (2009), Introduction to the Study of Religion, New York, NY: Rutledge. Michael M. (2002). Experiencing the World’s Religions. London: McGraw-Hill. Nancy C. R. (2012), Introduction to the Study of Religions, New York, NY: Orbis Books, Patrick T. B. (2005). The Major Religions. Oxford: Blackwell Publishing

ISRS 261: ISLAMIC JURISPRUDENCE 1 This course aims at presenting basic/fundamental issues concerning Jurisprudence in Islam. The content is divided into two major parts: (1) the concept of Islamic Jurisprudence (fiqh) and (2) the history of Islamic Jurisprudence, with special focus on four main sources of the Shari’ah: the Holy Quran, Sunnah, Ijmah, and Qiyas or Aqil. Topics to be studied include (i) Shari’ah -- literal and technical meaning; scope and general rules; comparison between secular laws and those of the Shari’ah; (ii) Sources of Jurisprudence, Origins of the five main Schools of Islamic Jurisprudence – Shiites, Hanafis, Hanbalis, Malikies and Shafeis; Ijtihad and Taqlid

Reading List Ali, H. K. (1997), Practical Laws of Islam, Tehran: ICRC. Ezzati, A. (2004). Al-Nihayah. Lahore: Agha Amir Hussain Hussain, J. (2011). Islam: Its Law and Society (Vol. 3). Federation Press. Mohammad, H. F. (2005). A Guide to Religious Law. Qum: Ansariyan Muhammad, B. S. (2003), Principles of Islamic Jurisprudence: According to Shi’i Law, London: ICAS. Norman, C. (2010), Islamic Jurisprudence in the Classical Era, Cambridge: Cambridge University.

ISRS 351 RESEARCH METHODS IN RELIGION (Credit – 3) The course introduces students to the methods and processes of research in the Study of Religion. Topics to be treated include qualitative and quantitative research, basic concepts in scientific research methodology, sampling, levels

51 of measurement, problems in measurement, methods of data collection; research designs (observational, ethnographic, content analysis, case study; correlational and experimental designs); basic statistical concepts in data presentation, data analysis and interpretation); research report writing, documentation and referencing, bibliography, and the importance of computer as a basic research tool.

Reading List Erbynn, K. G. (2015). Research Methods: Process Approach for the Design and Analysis of Research in Business and Social Sciences. (mimeograph 1st ed. 2009). For publishing as 2nd ed.: 2015. Mahama, A. (2012). Research Methods in Business (mimeograph). Accra: Islamic University College, Ghana. Piesie-Anto, O. (2012). Solving the African Problem: Understanding Basic Research Methods. Accra: AUCC (University) Publishers Shang G. D. (2005). Qualitative Research: A Personal Skills Approach. New Jersey: Merrill Prentice Hall. Tetteh, E. N. & Tsedzah, V. A. (2011). Research Writing: Step-by-Step Guide for Presenting Long Essays, Theses and Dissertations. Accra, Akrong Publications Limited. Thomas H. S. (2006). Conceptualizing and Proposing Qualitative Research. New Jersey: Pearson

ISRS 361 QUR’ANIC STUDIES (Credit – 3) The purpose of this course is to provide an account of the principal textual sources of the Islamic tradition: the Qur'an. It covers the structure, content and style, as well as the status relative to its function in Muslim religious and social life. The course further places emphasis on the distinct understanding of the historical and conceptual significance of the earliest Islamic scriptural sources: namely the Qur’an and the role it played in the synthesis of Islamic faith and practice. Furthermore, it discusses the linguistic and structural features associated with the classical literatures which developed around the Qur’an. It also looks at the theoretical contexts which defined appraches to the Qur’an and the academic frameworks within which these are gauged.

Reading List Dastaghaib, S. (2005). Moral Values of the Qur’an: a Commentary on Surah Hujuraat. Qum: Ansariyan Ahmed, A. S. V. (2000). A Commentary on the Holy Qur’an. Qum: Ansariyan Mujtaba, M.L. (2012). A Deep Survey into the Revelation. Qum: foundation of Islamic C.P.W Zhu, H. (2011). The Language and Intercultural Communication Reader. London: Routledge.

52 ISRS 363 FAMILY LAW IN ISLAM (Credit – 3) This course focuses on the importance and foundation of the Muslim family. It starts off with the types of Marriages in Islam, the essentials of marriages in Islam, and Marriage impediments. It further looks at the Legal rights and responsibilities of spouses and their inter-generational roles. Types of dissolution of marriage (e.g. Talaq, Khlu’ Mubara’a, Faskh) and the Idda (waiting period) and its significance are essential to this course. The institution of inheritance, wasiyya, barriers of inheritance, heirs and shares, among others are further discussed.

Reading List Abdullah, A. A. (2002). Islamic Family Law in a Changing World. London: Zed Books Ltd Ezzati, A. (2004). Al-Nihayah. Lahore: Agha Amir Hussai Esposito, J. L. (2001). Women in Muslim Family Law, Syracuse University Press. Lynn, W. (2004). Women’s Rights and Islamic Family Law, Perspectives on Reform. London: Zed Books Mohammad, H. F. (2005). A Guide to Religious Law. Qum: Ansariyan

ISRS 357 PSYCHOLOGY OF RELIGION (Credit – 3) This course is an introduction to Psychology of Religion. Topics treated include a comparative study of personality and the stages and states of consciousness: sleep, dream, hypnotism, concentration in worship, meditation and contemplation; the impact of religious faith on human development from infancy, through adolescence to old age; the possibility of measuring religious faith; Religious zeal and its impact on behaviour. The raises question that, ‘Is religion the opium of the masses?’ Psychotherapy, psycho-analysis and faith healing are all covered under this course.

Reading List Beit-Hallahmi, B., & Michael A. The Psychology of Religious Behavior: Belief and Experience. East Sussex: Routeledge. Maris, R., & Tennille, F. (2008). Psychology for Life and Work. Illinois: Devry University Press Raymond F. P., & Crystal L. P. (2013). Handbook of the Psychology of Religion, Belief and Spirituality. New York, NY: The Gilford Press. Sadra, S. (2008). Spiritual Psychology. London: ICAS Press. Spilka, B., Hood, R. W., Hunsberger, B., & Gorsuch, R. (2003). The Psychology of Religion: An Empirical Approach. Guilford Press.

53 ISRS 383 AFRICAN INDIGENOUS RELIGIONS AND DEVELOPMENT (Credit – 3) Various issues are discussed within the scope of this course. They include, among other things: Critical study of existing sources of African Indigenous Religions (AIR), Methods and approaches to studying AIR, Reflections on some themes on the structure and characteristics of AIR, with emphasis on their relevance to society, AIR and moral values and rituals; reflections on some basic issues in relation to beliefs in African Indigenous Religions e.g. Life on earth, the hereafter, humanity in relation to nature/ecology. Concepts of community, ethics and destiny. Cult personnel. Current trends in AIR.

Reading List Cox, J. L. (2013). From primitive to indigenous: The academic study of indigenous religions. Ashgate Publishing, Ltd.. Esposito, J. L., Fasching, D. J., Lewis, T. T., & Bowlby, P. (2006). World Religions Today. Oxford, UK: Oxford University Press. Hoppers, C. A. O. (2002). Indigenous Knowledge and the Integration of Knowledge Systems: Towards a Philosophy of Articulation. New Africa Books. Mbiti, J. S. (2015). Introduction to African Religion. Long Grove, IL: Waveland Press. Olupona, J. K. (2004). Beyond Primitivism: Indigenous Religious Traditions and Modernity. Psychology Press.

ISRS 369 RELIGION, MEDICINE AND HEALING (Credit – 3) This course focuses on medicine and healing in the African Traditional, Christian and Islamic religions. Areas to be discussed include the role of religion in orthodox/allopathic paramedical and psychic healing, the Qur’an and Medicine, the genesis and development of Muslim healing and Muslims’ contribution to medicine.

Reading List Abul-Mundhir K. (2005), The Jinn and Human Sickness, London, Daruss- Salm. Achterberg, J. (2013). Imagery in Healing: Shamanism and Modern Medicine. Shambhala Publications. Ibn Qayyum A., (2003), Healing with the Medicine of the Prophet. London: Maktaba Dar-us- Salam Lane, J. (2001). A social history of medicine: Health, healing and disease in England, 1750-1950. London: Psychology Press. Linda L. B. (2006), Teaching Religion and Healing Oxford: Oxford University Press.

54 ISRS 450 LONG ESSAY (Credit – 3) The purpose of this academic exercise or Long Essay is to provide the student with an opportunity to select and study a religion-based research problem of indigenous importance and present his/her findings logically and systematically in clear and concise prose. The topic must involve solving a problem through the use of analytic or predictive models, or research study using field research techniques and data analysis leading to sound generalizations and deductions, or a scientific analysis of a religious problem. The student is expected, in this Long Essay, to demonstrate (i) the significance and relevance of the chosen research topic to a religious community or a mosque/church; (ii) proper formulation of the management/societal problem and the associated hypothesis; (iii) a good understanding of relevant literature and appropriate research methodology; (iv) a logical and sound analysis, involving the use of descriptive and (where appropriate) inferential statistics; and (v) a clear and effective presentation of findings and conclusions.

ISRS 451 COMPARATIVE STUDY OF RELIGIONS (Credit – 3) This course focuses on the themes in Comparative Study in Religions in order to uncover conceptual patterns of religiosity and how these are expressed contextually in different Faiths. It includes the study of such themes as concepts and categories of the Ultimate reality, the concept of Man; Soteriology and Rituals. The themes will include the concepts of God, Revelation, sin, Salvation, Purification, Rites and Rituals, Prayer, Death. Rights of women and the Child and other contemporary issues. Reading List Beier, U. (1966). The Origin of Life and Death. London: Heinemann Mbiti, J. S. (1975), Introduction to African Religion. London: Heinemann Lawrence A. R. (1991), Encyclopedia of Bible Words. Michigan: Zondervan Corporation Michael M. (2002). Experiencing the World’s Religions. London: McGraw-Hill. Peter, A., Armin, W. G., & Randi, R. W. (e.d), (2004). New Approaches to the Study of Religions. New York: De Gruyter ISRS 453 ISLAM IN GHANA (Credit – 3) This course investigates the origins and development of Islam in Ghana. Topics to be treated include: The origins, nature and characteristics of Islam in the Volta Basin. Islam in Northern Ghana, Asante and the coast of Ghana. Islam and national politics; Islamic literary tradition, Islamic organizations; Islamic leadership, inter-religious relations; Zongo and national development.

55 Reading List Bari B. O. (2009). A Comprehensive History of Muslims and Religion in Ghana (Volumes 1&2). Devine Printers and Publishers, Accra Barker P. (1986), People, Language and Religion in Northern Ghana, Accra: Asempa Publications Samwini, N. (2006). The Muslim Resurgence in Ghana Since 1950: Its Effects upon Muslims and Muslim-Christian Relations (Vol. 7). LIT Verlag Münster. Sarpong, p. (1974), Ghana in Retrospective: some Aspects of Ghanaian Culture, Accra, Ghana Publishing Corporation. Yunus Dumbe (2009). Transnational Contacts and Muslim Religious Orientations in Ghana, an Unpublished M. Phil Thesis, University of Ghana, Legon. ISRS 453 KALAM (SCHOLASTIC THEOLOGY) (Credit – 3) This course traces the History and development of Kalam and the various theological schools in Islam. It looks at the influence of caliphates on the development of Islamic ideology. The Asharite School from al Ashari and al Baqilani up to Juwayni.Sunni Islamic theology, and the Shi’ite contribution to Theology and Kalam are evident in this course. Reading List Ahmed, H. Y. (1999). The Conception of the Sahaba’s Ultimate Decency and the Political Authority in Islam. Qum: Ansariyan Cyril, G. (2002), The New Encyclopedia of Islam. Walnut Creek, CA: Alta Mira Press, Hamid, N. (2001), Muslim Philosophy: Science and Mysticism. New Delhi: Sarup and Sons. Muhammad, R. M. (2012). The faith of Imamiyyah Shi’ah. Qum: ABWA ISAR 451 MODERN ARABIC SET TEXTS (Credit – 3) The course introduces students to selected Modern Arabic Prose and drama works. Works to be studied shall include (but not limited to) the following: Najib Mahfuz’s, Zuqaq ul Midaq, Al-hub Tahtal Matar, Tawfiq Al-Hakim: Lailatul Zafaf; Alhul Kahf Taha Hussein: Al-Ayyam, volumes 1,2,3; Ihsan Abdul Quddus: An Hurrah Mohammad Bannis Ash Shi’r al Arabi al hadith. Reading List Afsaruddin, A. (1998). ‘A fairy tale’by Ihsān ‘Abd al Quddūs. New York, NY: Taylor & Francis - 56 Mahmood, A. T. (2014). Contribution of Najib Mahfouz to the development of arabic novel. Jiddah: Muʼassasat al-Ahrām Malti-Douglas, F. (2014). Blindness and Autobiography: Al-Ayyam of Taha Husayn. Princeton University Press.

Sari, U. M. P. (2011). Riwayah al-laun al-Akbar li Ihsan Abd Quddus Dirasah fi Dhau'ilmu Ijtimaiyyah al-Adab. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. Cosimo, Inc... ISRS 459 ADVANCED HADITH STUDIES (Credit – 3) This course presents a study of the Arabic and English translation of selected Ahadith of An Nawawi’s Collection of Hadiths. A study of selected Ahadith in Arabic and English from Imam Khomeini’s “Forty Hadiths”. Emphasis on identification, interpretation, application and lessons in the selected Hadiths.Gharib al Hadith. Reading List Abd Al-Hadi, A. (2002). Introduction to Hadith. London: ICAS Press Abul-Hassan A. N. (2005), Guidance from the Holy Qur’an. London: The Islamic Foundation Ali, N. (2013). An Introduction to Hadith: History and Source. London: Mill Press Ibrahim, M. M. (2010), The Preservation of Hadith. New York, NY: Madani Publications Ibrahim, M. M. (2010), The Preservation of Hadith. New York, NY: Madani Publications. Mahmud, A. R. (1999). Lights of the Muhammadan Sunnah. Qum: Ansariyan.

ISRS 467 LIVES AND WORKS OF SELECTED MUSLIM SCHOLARS (Credit – 3)

This course investigates some Muslim intellectuals and theologians from both Sunni and Shia backgrounds. Examples include: Iqbal or Lahore, Shahid Mutada Mutakhari, Rahmallah al-Khomeini, Muhammad Baqir Sadr, Allama Sayyid Muhammad Hussein Tabatai, Sheikh Abdullai Maikano, Sheikh Abdul- Razak Tahir, Sheikh Umar Karachi, Abdul-Karim Muhammad Al-Maghili, Sheikh Uthman Dan Fadio, Hajj Yussif Sualihu Ajura. Reading List Khomeini, M. R. (2003). Forty Hadiths: An Exposition of Ethical and Mystical Traditions. Theran: International Affairs Department

57 Michael, C. (2000). Classical Arabic Biography. Cambridge: Cambridge University Press. Ravindra, K. (1992). Selected Works of Maulanan Abul Kalam Azad. New Delhi: Atlantic Publishers. Ruth, R. (1994). Women in Islamic Biographical Collections: From Ibn Sa’d to Who is Who. Lynne Rienner Publishers, Inc. Zachary, V. W. (2015). Living Knowledge in West African Islam: The Sufi Community of Ibrahim Niasse. Leiden: Brill ISRS 469 Islam and Human Rights (Credit 3) This course seeks to take students through the current dynamics in development that confronts human societies as far as human rights issues are concerned; it seeks to discuss with students such subjects as the historical background of Human Rights under the emergence of the Universal Declaration of Human Rights (UDHR) and the Islamic contributions to these: economic, social, political, civil, cultural etc.; categories of Human Rights; theories of Human Rights; the role of United Nations in superintending over the rights human Beings; the perspectives of the Shari’ah on the rights of Human beings and how these may be sustained. Reading List The Universal Declaration of Human Rights Documents, 1948, 1966, 1976 Kama, M.H. (1997) Freedom of Expression in Islam, Islamic Text Society, Cambridge Cranson, M. (1973) What are Rights: London & Sidney, the Bodley Head Forsythe, D.P. (2000) Human Rights in International Relations, Cambridge University Press, London Allamed, M.T. a Comparative Study of the Two Systems of Human Rights, Alhoda International Publishers Johanson, R.C. (1990) The National Interest and Human Rights: Analysis of U.S. Foreign Policy, Princeton University Press ISUC 152 ACADEMIC WRITING IN ENGLISH I The course introduces students to basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays.

58 Reading List Ebest, S. B., Alred, G.J., Brusaw, C.T. & Oliu, W. E. (2003). Writing from A to Z. (4th ed.). Boston: McGraw Hill Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing. Arbor, MI: University of Michigan Press. Langan, J. (2005). College Writing Skills with Readings. (6th ed.). Boston MA: McGraw Hill Reid, S. (2006). The Prentice Hall Guide for college writers. (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Swales, J. M., & Feak, C. B. (2004). Academic Writing for Graduate Students: Essential Tasks and Skills (Vol. 1). Ann Arbor, MI: University of Michigan Press. ISUC 154 NUMERACY SKILLS This course introduces students to the acquisition of basic numeracy skills needed for solving real life problems. Topics include basic algebraic skills; rates (fractions, proportions and percentages); approximating numbers (rounding up of numbers and significant numbers); mathematical reasoning (deduction and inductive reasoning), statement; truth tables, necessary and sufficient conditions, basic set theory; nature and uses of statistics; sources of data; data types and measurement scales; methods of data manipulation (aggregation and interpretation); basic probability with illustrations from various disciplines; establishing relationships between variables, and use of basic computer packages such as Excel in analyzing data Reading List Francis, A. (2004). Business Mathematics and Statistics (6th ed.). Belmont, CA: Thomson Learning Gal, I. (Ed.). (2000). Adult numeracy development: Theory, Research, Practice. Cresskill, NJ: Hampton Press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. New York, NY: Routledge. Uri, A. (2008). Numerical Methods for Evolutionary Differential Equations. London: Society for Industrial and Applied Mathematics (SIAM).

59 Whatman, J., Potter, H., & Boyd, S. (2011). Literacy, Language and Numeracy: Connecting Research to Practice in the Tertiary Sector. Wellington, New Zealand: Ako Aotearoa. ISUC 156 PSYCHOLOGY FOR ESVERYDAY LIVING This course provides the student with the knowledge on Psychology and its usefulness in everyday behavior. Topics include definition, concepts, scope and principles of Psychology; Psychology as a biological and social science; areas of applying psychology to an understanding of everyday life; current theories and approaches for understanding human behavior and mental health; research tools and methods used in psychology and the critical thinking skills they support. Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge Baron, R. A. and Branscombe, N.R. (2012). Social Psychology. Boston, MA: Pearson Ochs, E., & Capps, L. (2009). Living Narrative: Creating Lies in Everyday Storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for Life and Work. Oakbrook Terrace, IL: Devry University Press Wolfolk, A. (2010). Educational Psychology. Boston, MA: Pearson ISUC 158 INTRODUCTION TO COMPUTING (Credit – 3) The course aims at introducing students to the science and discipline of computing, information systems and management concepts of Information Technology (IT). Topics include basic IT concepts in hardware and software; IT terminologies and applications in business and organizations; hands-on computer lab projects using Windows operating systems and basics in application packages, including word processing (Microsoft Word), spreadsheet (M/S Excel), database (M/S Access), presentation (M/S PowerPoint), Internet browsers and e-mail; introduction to the structure and use of personal computer hardware, peripherals, and comparison of popular operating systems; and some health and ethical implications of use of ICT. Reading List Baltzan, P. & Phillips, A. (2008). Business Driven Information Systems. Boston, MA: McGraw-Hill Irwin.

60 Guzdial, M. J., & Ericson, B. (2009). Introduction to Computing and Programming in Python: A Multimedia Approach. Upper Saddle River, NJ: Prentice Hall Press. Laudon, J. P. &Laudon, K. C. (2006). Management Information Systems (9thed.). Upper Saddle River, NJ: Pearson Prentice Hall. Mahama, A. (2013). Introduction to Information Technology (Mimeograph). Accra: Islamic University College, Ghana. Paun, G., Rozenberg, G., &Salomaa, A. (2010). The Oxford Handbook of Membrane Computing. New York, NY: Oxford University Press, Inc...

ISRS 152 INTRODUCTION TO CHRISTIANITY (Credit – 3) The course focuses on the origins and development of Christianity; its early spread, differences among the various forms of Christianity: Orthodox, Roman Catholic, Protestantism, Pentecostalism. Key doctrines and Traditions of Christianity are also of relevance. Christianity in Africa and Christianity in Ghana is also another focal point of discussion. The course also discusses Christian ecumenical bodies – the World Council of Churches, the All-Africa Council of Churches, the Christian Council of Ghana, the Ghana Bishops’ Conference, and the Ghana Pentecostal Council, among others. Reading List Anderson, A. H. (2013). An Introduction to Pentecostalism: Global Charismatic Christianity. Cambridge, MA: Cambridge University Press. Cannell, F. (2006). Introduction: The Anthropology of Christianity (pp. 1-50). Duke University Press. Ferguson, E. (2003). Backgrounds of Early Christianity. Wm. B. Eerdmans Publishing. Herring G. (2006), An Introduction to the History of Christianity. London: Continuum McGrath, A. E. (2011). Luther's Theology of the Cross: Martin Luther's Theological Breakthrough. New York, NY: John Wiley & Sons. Woodhead, L. (2004). An Introduction to Christianity. Cambridge, MA: Cambridge University Press. ISUC 162 ARABIC LANGUAGE SKILLS II (Credit – 3) The aim of this course is to help students build on their knowledge acquired from the fundamentals of the Arabic language. Topics to be treated include perfect (complete action), negation of perfect, imperfect (incomplete action),

61 future tense, masculine and feminine; a list of essential vocabulary; translation; Questions and Answers practice; time; possession “of” (Idaafa); possessive adjectives (him, her); the passive and imperative forms; conversation practice; sentence translation. Reading List Omar, M. K., & Nydell, M. K. (2007). The Acquisition of Egyptian Arabic as a Native Language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language Contact and Language Conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic Language and National Identity: A Study in Ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.).(2014). Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. New York, NY: Cosimo Inc. ISUC 252 INTRODUCTION TO AFRICAN STUDIES (Credit – 3) The African Studies course introduces students to the background knowledge of Africa: its histories, peoples and cultures, gender studies (key gender concepts and issues in African studies, the gendered nature of African societies); leadership in Africa (leadership attributes of beliefs, values, ethics, character, knowledge and skills; traditional and contemporary concepts and practices of leadership in Africa; philosophical thought in African cultures emphasizing its relation and relevance to contemporary African cultures and development (African cosmologies, concepts of God, deities, ancestors, African communal and individualist values, the concept of the human being, destiny, evil and ethics/morality). Reading List Ehret, C. (2002). The civilizations of Africa. Charlottes Ville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An Anthropological Critique of Development: The Growth of Ignorance. New York, NY: Routledge. Kingsley, M. (2013). West African Studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male Support for Gender Equality. Accra: Ghana Universities Press Newell, S. (2002). Literary Culture in Colonial Ghana: 'How to Play the Game of Life'. Manchester: Manchester University Press.

62 Thompson, A. (2010). An Introduction to African Politics. London: Routledge. ISRS 252 ISLAMIC THEOLOGY II (Credit – 3) This course is a continuation of the 2-Semester course in Islamic Theology. This Second Part (Theology II) will deal with the last three articles of Islamic faith: i.e. belief in Prophets, last day and predestination. Discussions here will cover the following topics: (e) Prophets and Belief in Prophethood –meaning and concepts of prophethood, characteristic features of Prophets, character and duties of prophets; finality of prophets; study of the lives of five Qur’anic Prophets: (Ulul Azminin al Rusul);(f) Life after Death -- death and after (significance of death, Barzakh, Dajjar, Prophet Isa (Jesus Christ), Mahdi, Resurrection, Judgment, Heaven and Hell), landmarks of Islamic eschatology, possibility of Life after death (belief in life hereafter); and(g) Predestination - meaning and concepts of predestination, Knowledge and Power of Allah, the Justice of Allah, Predestination and Fatalism, Determinism versus Free Will, Mu’tazilites and their views, Ash’arites and their views, Shi’ites and their views. Reading List Izutsu, T. (2006). The Concept of Belief in Islamic Theology. The Other Press. Mujtaba, M. L. (2008) Knowing God. Qum: Al-Hadi Press Reza, B. (2005), Fundamentals of Knowing God . Qum: Ahlul Bayt Digital Islamic Library Watt, W. M. (2008). Islamic philosophy and theology. Transaction Publishers. Winter, T. (2008). The Cambridge companion to classical Islamic theology. Cambridge University Press. Yasin, A. T. (2007), The Concept of God in Islam. Qum: Ansariyan Publication

ISRS 254: INTRO. TO ETHICAL THEORIES AND RELIGIOUS ETHICAL SYSTEMS (Credit – 3)

This course aims at introducing the student to the definition of various ethical terms such as Moral/Non-moral, Moral/Amoral, and Moral/Immoral. It also gives a distinction between Ethics and Morality. Examination of a variety of ethical theories such as Utilitarianism, Stoicism, Kantianism among others are emphasized. The Main features of Christian Ethics, African Traditional Ethics, and Islamic Ethics are also undertaken. There is also an examination of some specific ethical and moral teachings (under Christianity, Islam and African Indigenous Religions) related to such things as sexuality, wealth and stewardship in Ghana and Africa.

63 Reading List Ayatullah, I. A. (2004). The Codes of Training, Qum: Ansaryan Publications Brooke N. M. & Kenneth B. (2002). Philosophy: The Power of Ideas. Boston, MA: McGraw-Hill Coetzee, P. H. & Roux A. P. J. (1998). The African Philosophy Reader. London: Routledge Joe J. (1997). Contemporary Moral Issues. Oxford: Heinemann Educational Publishers William S. (2005). The Blackwell Companion to Religious Ethics: Oxford: Blackwell Publishing

ISRS 256 INTRODUCTION TO PHILOSOPHY OF RELIGION (Credit – 3) The course introduces the student to the meaning, objective and content of philosophy of Religion. It thus examines the nature of religious and philosophical thinking, as well as the nature, concerns and methodology of philosophy of Religion. The course also considers some aspects of religious faith and practice that provoke the philosophical questions -- arguments for and against the existence of God, life after death, miracles, prayer and providence, the problem of evil, meaning and problem of religious language; and arguments from analogy; Verification, Reason, Faith and Revelation, Humanism. Religious pluralism and truth will also be examined. Reading List Brian, D. (2004): An Introduction to the Philosophy of Religion (3rd Edition), Oxford, Oxford University Press Michael, J. M., & Michael, R. (2008), An Introduction to the Study of Religion, Cambridge University Press, Cambridge Pojman, L. P. (1998): Philosophical Traditions: A Text with Readings, Belmont: Wadsworth Publishing Company, Richards, H. J. (2000), Philosophy of Religion, Oxford: Heinemann, Rowe, W. (1993): Philosophy of Religion: An Introduction (2nded.). California: Wadsworth Publishing Company, Yeager, H. (1991): The Philosophy of Religion: Selected Readings. Toronto: Mayfield Publishing Company

64 ISRS 262 ISLAMIC JURISPRUDENCE 2 The course provides general knowledge on the practical aspects of Shari’ah in human life; it also deals with such practical subjects as Taharah, Salat, Sawm, Zakat and Hajj. Topics to be treated include (1) The scope and application of the Shari’ah, Taharah (cleanliness) up to Diah (blood-money); Types of Islamic precepts -- Wajib (obligatory), Haram (forbidden), Mustahab (recommended), Makruh (undesirable), and Mubah (permissible); study of some selected Islamic precepts: Prayer, Fasting, Hajj, Food and Drink, Commercial transaction, Marriage and Divorce, Inheritance and Wills. ISRS 261: Introduction to Islamic Jurisprudence is a prerequisite for this course. Reading List Ali, H. K. (1997), Practical Laws of Islam, Tehran: ICRC. Ezzati, A. (2004). Al-Nihayah. Lahore: Agha Amir Hussain Hussain, J. (2011). Islam: Its law and society (Vol. 3). Federation Press. Mohammad, H. F. (2005). A Guide to Religious Law. Qum: Ansariyan Muhammad, B. S. (2003), Principles of Islamic Jurisprudence: According to Shi’i Law, London: ICAS. Norman, C. (2010), Islamic Jurisprudence in the Classical Era, Cambridge: Cambridge University. ISBA 270 INTRODUCTION TO MANAGEMENT INFORMATION SYSTEMS (Credit 3) (THIS COURSE IS NOT OFFERED BY STUDENTS OF RELIGIOUS STUDIES)

This course introduces students to the concepts, principles and the practice of information systems. Topics include components, types, and management concerns of information systems; types of information systems, strategic value of creating an information technology infrastructure, and the impact of information technology on organizations; types of decision-making at each level in the organization; enterprise perspective on controlling the use of information systems (security/control, integrity, ethical/social implications);understanding management issues such as teamwork, change management, risk and project changes, quality management; and system development and maintenance.

65 Reading List Baltzan, P. & Phillips, A. (2008). Business-Driven Information Systems.Boston, MA: McGraw-Hill Irwin. Laudon, J. P. &Laudon, K. C. (2006). Management Information Systems (9th Ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Laudon, J. P. &Laudon, K. C., (2011). Essentials of Management Information Systems.Upper Saddle River, NJ: Pearson Prentice Hall. O’Brien, J. A. (2010). Management Information Systems.Boston, MA: McGraw-Hill Irwin O’Brien, J. A., &Marakas, G. M. (2005). Introduction to Information Systems (Vol. 13). Boston, MA: McGraw-Hill/Irwin

ISRS 264 ISLAMIC EDUCATION AND DA’WAH (Credit – 3) This course focuses on the meaning and definition of Islamic Education and Da’wah. It also discusses the bases of Islamic Education and Da’wa, the sources of Islamic education and Da’wa, as well as important themes in the study of Islamic Education and Da’wa. The course also investigates the causes of the rise and decline of Islamic science, arts, medicine, philosophy, architecture, etc. it further discuss fundamental issues in Islam such as Islam’s relations with non-Muslims, Islam and Women, Revival of Islamic Culture in contemporary world, Islam’s challenge to capitalism, communism and secularism, Islam and Globalization and which Da’wa method could be used to address such issue.

Reading List Harrigan, J., & El-Said, H. (2009). Economic liberalisation, social capital and Islamic welfare provision. London: Palgrave. Hartung, J. P., & Reifeld, H. (Eds.). (2005). Islamic education, diversity and national identity: Dini Madaris in India post 9/11. New Delhi: SAGE Publications India. Hefner, R. W., & Zaman, M. Q. (2007). Schooling in Islam: the culture and politics of modern Muslim education. Princeton, NJ: Princeton University Press. Khosrow, B. N. (2001). Islamic Education. Tehran: Al-Hoda. Nadwi, A. H. A. (1996) Inviting to the Way of Allah, London: Taha Publications Limited and UK Islamic Academy.

ISAR 252 ARABIC GRAMMAR II(… CREDITS) This course aims at developing the skills of the student in the construction of both simple and complex conversational Arabic sentences to enable him/her to describe objects or to express ideas. The student achieves this objective through the study of Subjurative Mood, adjectives, verbs, conjugative (Inna and its sisters), number pronouns, passive (Kana and its sisters); vocabulary,

66 composition, essay, short stories, Novel, and Poetry. The student is required to do a lot of exercises.

Reading List Omar, M. K., & Nydell, M. K. (2007). The Acquisition of Egyptian Arabic as a Native Language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language Contact and Language Conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic Language and National Identity: A study in Ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic Language Teaching Professionals in the 21st Century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A Grammar of the Arabic Language. New York, NY: Cosimo Inc…

ISRS 362 STUDY OF HADITH (Credit – 3) This course begins with the definition, origin, structure and parts of Hadith. It also introduces the Transmission, Preservation and Collection of Hadith. It presents further discussion on the classification of Hadith: Isnad, Muttasil, Munfasil and Munqatieh. It also emphasises the number of transmitters: Mutawatir, Mash-hur, Mustafiz and Ahad. Criticism of Traditions and examples of rejected traditions are also of importance to the study of hadith. The Six authentic collections of Hadith: Bukhari, Muslim, Abu Dawud, Tirmidi, Ibn Maja and Al Nissai are briefly introduced. Other Hadith works such as the Muwatta, Musanad of Ahmad b. Hanbal and al-Nawawi collections are also discussed. The importance of Asma al-Rijal (Biographical works on traditions) is also discussed.

Reading List Abd Al-Hadi, A. (2002). Introduction to Hadith. London: ICAS Press Abul-Hassan A. N. (2005), Guidance from the Holy Qur’an. London: The Islamic Foundation Ali, N. (2013). An Introduction to Hadith: History and Source. London: Mill Press Ibrahim, M. M. (2010), The Preservation of Hadith. New York, NY: Madani Publications Mahmud, A. R. (1999). Lights of the Muhammadan Sunnah. Qum: Ansariyan

ISRS 366 ISLAMIC ETHICS (Credit – 3) Islamic ethics introduces students to the general meaning of ethics and morality, the basic difference between ethics and morality, and the examination of the ethical principles of business and public administration from the point of view of Islam. primary and secondary sources of Islamic ethics

67 and how these relate to some cherished virtues and abhorred vices in a society; inculcation of values and enforcement of morality; selected contemporary ethical and moral issues such as Hijab (dress code), fornication and adultery (Zina) and Alcoholism, bribery and corruption.

Reading List Brockopp, J. E. (2003). Islamic ethics of life: abortion, war, and euthanasia. South Carolina: Univ of South Carolina Press. Hourani, G. F. (2007). Reason and tradition in Islamic ethics. Cambridge: Cambridge University Press Mujtaba M. L. (2005). Ethics and Spiritual Growth. Qum: C.P.W. Taaj, L. (2007), Ethics of the Prophets, (translated by Ali Akbar Ashili Ashatiani). Qum: Ansariyan Publications, Zainol-Aabideen Q. L. (2007). The Islamic Ethics and Education. Qum: Ansariyan.

ISRS 374 CHRISTIAN FAITH AND PRACTICE (Credit – 3) The course focuses on the origin and development of faith and practice of Christianity within its cultural context. Areas of discussion include the disciples of Jesus after him, life and mission of Saint Paul, the Eastern Orthodox Church, The Catholic Church in faith and practice, the renaissance, the crusade (ancient and modern), the protestant churches in faith and practice; the Pentecostals in faith and practice and the charismatic churches in faith and practice.

Reading List Alister, E. M. (2001), Christian Theology Oxford: Blackwell Publishing Miller, V. J., & Miller, V. J. (2005). Consuming Religion: Christian Faith and Practice in a Consumer Culture. A&C Black. McGuire, M. B. (2008). Lived Religion: Faith and Practice in Everyday Life. New York, NY: Oxford University Press. Migliore, D. L. (2014). Faith Seeking Understanding: An Introduction to Christian Theology. Wm. B. Eerdmans Publishing. Westphal, M. (2001). Overcoming Onto-Theology: Toward a Postmodern Christian Faith (No. 21). Fordham Univ Press.

ISRS 382 ORIENTAL RELIGIONS (Credit – 3) This course focuses on the fundamental teachings of some of the major religious tradition of the East/Orient.The course in Oriental Religions enables students to learn in depth about a number of the world’s great religious traditions, including Shintoism, Confucianism, Buddhism, Hinduism, and Zoroastrianism among others. These disciplines together not only enable students to appreciate the qualities of religions that can be radically different

68 from those in western societies, but also equip graduates to embark on a wide range of careers. It also discusses aspects of their modern manifestations, especially in Ghana

Reading List Clarke, J. J. (2002). Oriental Enlightenment: theEencounter Between Asian and Western Thought. London: Routledge. Clarke, P., Hardy, F., Houlden, L., & Sutherland, S. (Eds.). (2004). The World's Religions. London: Routledge. Cox, J. L. (2013). From Primitive to Indigenous: The Academic Study of Indigenous Religions. Ashgate Publishing, Ltd. Michael M. (2002). Experiencing the World’s Religions. London: McGraw-Hill. Patrick J. Burke (2004). The Major Religions: An Introduction with Texts. Oxford: Blackwell Publishing

ISBA 356 ENTREPRENEURSHIP AND SMALL BUSINESS MANAGEMENT (Credit – 3) The course aims at introducing students to the theoretical and practical aspects of entrepreneurship as well as the role of the small-and medium-scale enterprises (SMEs) in economic development. Topics to be treated include meaning and characteristics of entrepreneurship and small-business development; managing local small enterprises in major functional areas; types and nature of government-private assistance schemes to mitigate the problems of SMEs in Ghana; current experiences in foreign small-business and entrepreneurship development, and methods for analyzing and resolving management problems of SMEs.

Reading List Allen, K. R., Meyer, E. C., Beck, I., Farr, R., & Strickland, D. (2006). Entrepreneurship and small business management. Hightstown, NJ: Glencoe. Bank of Ghana (2006). Financing small and medium enterprises in Ghana: The need for market-oriented interventions. Accra: Bank of Ghana Gockel, A. F. &Akoena, S.K. (2002). Financial Intermediation for the Poor: Credit Demand by Micro, Small and Medium Scale Enterprises in Ghana – A Further Assignment for Financial Sector Policy? Geneva: International Labour Organisation (ILO). Kuratko, D. F. &Hodgetts, R. M. (2007). Entrepreneurship in the New Millennium. New Delhi: South Western Megginson, L. C., Byrd, M. J. &Megginson, W. L. (2006). Small-Business Management: An Entrepreneur’s Guidebook. New York, NY: McGraw- Hill Irwin

69 Storey, D. J., & Greene, F. J. (2010). Small Business and Entrepreneurship.Upper Saddle River, NJ: Financial Times/Prentice Hall.

ISCO 378 MEDIA AND MUSLIM SOCIETY This course focuses on the relationship between the media and Muslim society. Discussions will focus on how one affects the other. Discussions will also be about development issues affecting Muslim societies in particular and how such issues can be discussed in the media for the right impact to be made. Topics to be discussed include cultural relativism, stereotyping, Islam and terrorism, racism and public attitude, gender issues with special focus on the Muslim society.

Reading List Ali-Karamali, S. (2008). The Muslim next door: The Quran, the Media, and ThatVveil thing. Ashland, OR: White Cloud Press. Berger, A. A. (2012). Media and society: a critical perspective. Lanham, ML: Rowman & Littlefield Publishers. Meyer, B., & Moors, A. (Eds.) (2005). Religion, media, and the public sphere. Bloomington, IN: Indiana University Press. Sajoo, A. B. (Ed.) (2004). Civil society in the Muslim world: contemporary perspectives. London: IB Tauris. Semati, M. (Ed.). (2007). Media, culture and society in Iran: living with globalization and the Islamic state (Vol. 5). London: Routledge.

ISRS 364 ISLAM IN WEST AFRICA (Credit – 3) Introduction of Islam into West Africa is a 3 credit hour course for level 300. It discusses the agents and phases of the spread of Islam in the Western and Central Sudan (old Ghana, Mali, and Songhai), the spread of Islam to the Volta Basin States, Modes and factors facilitating the dissemination of Islam, and the Fulani Jihads. It further looks at Islam and Western Colonialism. Islam and sectarian conflicts in West Africa and the role of Islamic education and institutions is emphasized. A study of important Muslim personalities and their contributions e.g. (Al Maghilli, Haj Umar of Karachi), with reference to current trends of Islam in Ghana is further discussed.

Reading List Adu, B. A.: (1960). Topics in West History. London: Longman Mervyn, H. (1984). The Development of Islam in West Africa. London & New York: Longman, Peter, B. C. (1982). West Africa and Islam. Edward Arnold Trimingham, J.S. (1959). Islam in West Africa. Oxford: Oxford University Press Trimingham, J.S. (1962). A History of Islam in West Africa. London: O.U.P.

70 ISRS 450 LONG ESSAY (Credit – 3) The purpose of this academic exercise or Long Essay is to provide the student with an opportunity to select and study a religion-based research problem of indigenous importance and present his/her findings logically and systematically in clear and concise prose. The topic must involve solving a problem through the use of analytic or predictive models, or research study using field research techniques and data analysis leading to sound generalizations and deductions, or a scientific analysis of a religious problem. The student is expected, in this Long Essay, to demonstrate (i) the significance and relevance of the chosen research topic to a religious community or a mosque/church; (ii) proper formulation of the management/societal problem and the associated hypothesis; (iii) a good understanding of relevant literature and appropriate research methodology; (iv) a logical and sound analysis, involving the use of descriptive and (where appropriate) inferential statistics; and (v) a clear and effective presentation of findings and conclusions.

ISRS 454 ISLAM AND AFRICAN CULTURE (Credit – 3) This course is an introduction to the History of Islam in Africa; the stages of Islamization of Africa, the influence of African Culture on Islam, and vice versa. Comparative study of some African and Islamic religious concepts: God, Man, Divinities, Spirits, Saints, Ancestors and the After-Life. Adaptation of Islam in the African context: Islam and African Traditional Medicine, Healing and Divination.

Reading List Curtis, E. E. (2002). Islam in Black America: Identity, Liberation, and Difference in African-American Islamic Thought. SUNY Press. Dannin, R. (2002). Black Pilgrimage to Islam. Oxford: Oxford University Press. Lee, R. (2001). Conversion or Continuum? The Spread of Islam Among African women in Cape Town. Social Dynamics, 27(2), 62-85. Mbiti, J. S. (2015). Introduction to African Religion. Long Grove, IL: Waveland Press. Okpewho, I., Davies, C. B., & Mazrui, A. A. (2001). The African Diaspora: African Origins and New World Identities. Indiana: Indiana University Press. Turner, R. B. (2003). Islam in the African-American Experience. Bloomington, IN: Indiana University Press.

ISRS 456 RELIGION AND HUMAN VALUES (Credit – 3) The course examines values generally. The examination includes their sources, basic human values such as Self-Direction, Stimulation, Hedonism, Achievement, Power, Security, Conformity, Tradition, Benevolence, and Universalism. Additionally, theory, methods, and applications of these Values

71 are of immense importance to the discussions.Other areas of consideration are Human values, religious values as well as values and public policy (Religious and human values in war and peace). Others are the universal role of religion in social life as well as religion, values and politics.

Reading List: Caprara, G. V., Schwartz, S. H., Cabaña, C., Vaccine, M., & Barbaranelli, C. (2005). Personality and Politics: Values, Traits, and Political Choice. Political Psychology, Bardi, A. (2000). Relations of values to behavior in everyday situations. Unpublished Doctoral Dissertation. The Hebrew University. Schwartz, S. H., & Boehnke, K. (2004). Evaluating the Structure of Human Values with Confirmatory Factor Analysis. Journal of Research in Personality, 38, 230-255. P.H. Coetzee and A.P.J. Roux (1998). The African Philosophy Reader. London: Routledge. Almond, Gabriel. (2003). A String Religion. Chicago: University of Chicago Press. Daryl, Charles. (2010). War, Peace, and Christianity: Questions and Answers from a Just-War Perspective. New York: Crossway publications. Gopin, Marc. (2000). Between Eden and Armageddon: the Future of World Religions, Violence, and Peacemaking. Oxford: Oxford University Press. Kalyvas, Stathis. (1996). The Rise of Christian Democracy in Europe. Ithaca, NY: Cornell UniversityPress Iannaccone, Laurence. (1991). The Consequences of Religious Market Structure. Adam Smithand the Economics of religion. Rationality and Society, 3, 156-177. Almond, Gabriel A., & Powell, G. Bingham, Jr. (1978). Comparative politics. System, Process, and Policy (2nd rev. Ed.). Boston: Little, Brown.

ISRS 462 MODERN TRENDS IN ISLAM (Credit – 3) This course focuses on modern trends in Islam. It explains the abolition of the Caliphate and the Encounter of Islam with the West, other religions and ideologies. It discusses Islamic revival in selected Muslim states: problems and prospects. Contemporary global trends in Islam: Islamic law and reform, Inter Cultural/Religious Dialogue, Islam and local/national development. Themes for discussion include misconceptions about Islam, Islam and human rights, Islam and the mass media, Islam and global peace and development, Islam and terrorism

72 Reading List Abdullahi, A. A. (2002). Cultural Transformation and Human Rights. London: Zed Books Andrea, N. (2004). Feminism and Modern Philosophy: An Introduction. New York, NY: Routledge David, B., Edzia C., Todd L., & Stuart (2008). Assessing the quality of democracy: A practical guide. Stockholm: IDEA Muhammad, A. T. (1997). Human Rights. Tehran: Department of Translation Wesley D. C. (1983). Roots of Western Civilization. New York, NY: Mcgraw- Hill ISRS 466 MUSLIM GROUPS AND SCHOOLS OF THOUGHT (Credit– 3) This course explores the Origin Muslim groups: their theological, juridical and political ideologies, the background of different theological schools. A study of some theological schools: Asharites, Mu’tazilites, Twelver Shia, Kharijites, Ahmadiyayh, Tijaniyya, Zaidis, Ismailis; study of the five juridical schools: Hanafis, Shafiis, Hambalsi, Shiis. Background of different Sufi Sects and study of two Sufi orders will form part of the discussions. Study of other groups or societies: Tijaniyayh, Qadirriyyah, Ansar-al-Din, JammahIslaimiyyah, Bahaiyyah, Wahabiyyas.

Reading List Abbas, R., & Khasmi T. R. (2008), Shattered: The Sectarian Divide and the Start of Feminism Revolution in Islamic Thought, Bloomington: August House. Hamid, M. (2013). Religious Authority and Political Thought in Twelver Shiism: From Ali to Post Khomeini, London: Rout ledge. Ibrahim, M. A. R. (2006), The Blackwell Companion to Contemporary Islamic Thought. Oxford: Blackwell Publishing. Khomeini, M. R. (2003). Forty Hadiths: An Exposition of Ethical and Mystical Traditions. Theran: International Affairs Department Muhammad, H. I. (2007). A New Analysis of Wahabi Doctrines. Qum: ABWA Publishing

ISAR 452 ARABIC LANGUAGE PROFICIENCY (Credit – 3) This course is designed to test the language proficiency of the student in the areas of comprehension, précis writing, essay writing and translation. Comprehension: Reading from newspaper and journals. Précis: Various texts to be selected for exercise on summary. Essay: Extensive writing on selected topics. Translation: Classical texts (English and Arabic) to be selected for translation exercises. The student will be expected to undertake extended reading of selected prose, poetry and prosody.

73 Reading List Ali, A., & Ahmed, A. J. (1988). Al-Qur'an: A contemporary translation. Princeton: Princeton University Press. Leaver, B. L., & Shekhtman, B. (2002). Developing professional-level language proficiency. Cambridge University Press. Miller, C., Al-Wer, E., Caubet, D., & Watson, J. C. (Eds.). (2007). Arabic in the city: issues in dialect contact and language variation. London: Routledge. Rouchdy, A. (Ed.). (2013). Language contact and language conflict in Arabic. London: Routledge. Versteegh, K. (2014). The arabic language. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge.

ISRS 458 ISLAM AND DIPLOMACY (Credit – 3) The course explores International Relations and Diplomatic Practice. It also explores the role of Islam in diplomatic practice, Prophet Mohammed and diplomatic practice, an overview of the formation and functions of International Organizations (UNO, AU, and OIC) and Islam and International Politics. Perspectives on terrorism and the consequences of the War on Terrorism as well as Diplomatic Missions and the practice of Diplomatic Relations between Ghana and the Islamic countries are other themes for discussions.

Reading List Al-Fawzaan, S. (2005). An Explanation of Aspects of the Days of Ignorance. New York, NY: Al-Ibaanah Book Publishing Amr, H., and Singer, P. (2008). “To Win the War on Terror,’ we must first win the ‘War of Ideas’: Here’s how,” The ANNALS of the American Academy of Political and Social Science, Vol. 618(1): 212-222 Ashraf, M., I. (2008). Islamic Philosophy of War and Peace. Bloomington, IN: iUniverse Abdel, M. A. S. (2004).The Qur’an: A New Translation. Oxford: Oxford University Press Watson, A. (2004). Diplomacy: The Dialogue Between States. London: Routledge

74 8.5 BACHELOR OF BUSINESS ADMINISTRATION (BBA) PROGRAMME The Bachelor of Business Administration (BBA) programme aims at giving the urban poor and the rural youth especially those in in Muslim communities the opportunity for high-quality tertiary education in order to improve themselves and their communities through the acquisition of technical expertise in the specialized areas of Accounting, Banking and Finance, Marketing, and Human Resource Management (HRM) for career development in both the private and public sectors of the Ghanaian economy. The programme also aims at inculcating into its graduates the moral and socially-desirable values of honesty, probity, integrity, excellence, creative and critical thinking, perseverance and fear of the Almighty God (Allah). At Levels 100 and 200 all students enrolled in the BBA programme take common, self-improvement University Required courses as well as foundation courses in Business Administration. Students at Levels 300 and 400, are required to specialize in one of four options in the BBA programme namely, Accounting, Banking and Finance, Marketing and Human Resource Management.

8.6 FACULTY

Mr. Yusuf Hamdan AHMED Lecturer / Head of Department BSc (ABU,NIG…) MBA (UNIMAD, NIG…) Dr. Adam MAHAMA Lecturer BSc (KingSaud/Riyaad) PhD (Atlanta) Alhaji Yussif BABA SULEMAN, Lecturer/Coordinator - Human BBA(Islamic/IUCG) ,MPhil (UPSA) Resource Management Mr. Mohammed Tawfiq ABUBAKAR Lecturer / Coordinator – PG-Dip Marketing (CIM-UK) MSc Marketing (Anglia Ruskin/Cambridge) Mr. Osei PIESIE-ANTO Senior Lecturer (part time) in MSc (Bradford/UK…) Human Resource Management(HRM) Steve Takyi SARPONG, BSc Senior Lecturer in Accounting & (LSE/London), MBA (Brighton/UK) Auditing Mr. Rahman YUSUF, Lecturer in Mathematics and BSc (Ibadan/NIG), MBA (Ilorin/NIG) Operations Research Venatius AMANYO Lecturer in Public Administration BA (Ghana) MPhil (Ghana) Mr. Nuhu ELIASU Lecturer in Economics &

75 BBA (Islamic/IUCG) Mphil (Ghana) Entrepreneurship Richard Takye OPOKU, BSc (UPSA) Lecturer in Financial Markets MPhil (Ghana) and Institutions and Research Methods Mr. (Lawyer) Seidu NASIGRI Lecturer in Business Law & BA (…) MA (…) Company Law Mr. Iddrisu ABDULLAH, Lecturer in Business BSc Admin (Ghana) MPhil (Ghana) administration and Finance Mr. Abubakar MUSAH Part-Time Lecturer in Economics BA Econs (Ghana), MPhil (Ghana) and Finance Mr. Halidu Danjoma Yusif Part-Time Lecturer in Taxation BBA (Islamic/IUCG) MPhil (Ghana) and Accounting Information System Mustapha IDDRISU, PG-Dip in Part-Time Lecturer in Marketing Marketing (CIM-UK),MSc (Anglia Ruskin/Cambridge)

8.8 PROGRAMME STRUCTURE (ALL OPTIONS) REGULAR SESSION LEVEL 100 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

ISBA 151 Introduction to Business Administration 3

ISBA 153 Introduction to Public Administration 3

ISUC 151 Science and Technology in Our Lives 3

ISUC 153 Critical Thinking and Practical Reasoning 3

ISRS 151 Introduction to Islam UR

ISUC 161* Arabic Language Skills I OR 3 ISUC 163 Intermediate Arabic Language OR ISUC 167** Persian Language Skills I

T O T A L 15

76 * NOT AVAILABLE for students with Good prior knowledge of Arabic Language. ** NOT AVAILABLE for students with good prior knowledge of Persian. LEVEL 100 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

ISBA 152 Principles of Management 3

ISUC 152 Academic Writing in English I 3

ISUC 154 Numeracy Skills 3

ISUC 156 Psychology for Everyday Living 3

ISUC 158 Introduction to Computing 3

ISUC 162 Arabic Language Skills II 3 T O T A L 18

LEVEL 200 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISUC 251 Academic Writing in English II 3

ISBA 251 Fundamentals of Accounting Methods 3

ISBA 253 Microeconomics 3

ISBA 255 Business Mathematics 3

ISBA 257 Commercial Law I 3

ISBA 261 Human Behaviour in Organisations 3

ISRS 261 Introduction to Islamic Jurisprudence UR

T O T A L 18

77 LEVEL 200 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISUC 252 Introduction to African Studies 3

ISBA 252 Introduction to Financial Accounting 3

ISBA 254 Principles of Macroeconomics 3

ISBA 256 Basic Statistics 2

ISBA 258 Commercial Law II 3 Introduction to Human Resource ISBA 262 3 Management

ISBA 264 Social Responsibility and Ethics 3 T O T A L 20

78 ACCOUNTING OPTION LEVEL 300 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISAC 351 Financial Reporting I 3

ISBA 351 Research Methods in Business 3

ISBA 353 Quantitative Methods in Business 3

ISBA 355 Principles of Marketing 3

ISBA 359 Computer Applications in Management 3

ISBF 351 Introduction to Business Finance 3

ISRS 365 Introduction to Islamic Ethics UR

T O T A L 18

LEVEL 300 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISAC 352 Financial Reporting II 3

ISAC 356 Auditing and Assurance 3

ISBA 354 Managerial Economics 3

ISBA 358 Company and Partnership Law 3

ISBF 352 Business Finance 3

Entrepreneurship and Small- ISUC 356 3 Busines Management

ISCO 378 Media and Muslim Society UR

79 TOTAL 18

LEVEL 400 First Semester

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay 3

ISBA 451 3 Strategic Management

ISBA 469 2 Internship

ISAC 451 Principles of Cost Accounting 3

ISAC 453 Corporate Reporting and Analysis 3

ISAC 455 Principles of Taxation 3

ISBF 455 Investment Analysis 3

T O T A L 20

80 LEVEL 400 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay – Continued 3

ISAC 452 Management Accounting 3

ISAC 454 Public Sector Accounting and Finance 3

ISAC 456 Taxation 3

ISAC 458 Accounting Information System 3

ELECTIVES (Choose ONE)

ISBF 462 Financial Markets and Institutions

ISBF 466 International Finance and Banking 3

T O T A L 18

81 BANKING AND FINANCE OPTION LEVEL 300 First Semester

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 351 3 Research Methods in Business

ISBA 353 Quantitative Methods 3

ISBA 355 Principles of Marketing 3

ISBA 359 Computer Applications in Management 3

ISBF 351 3 Introduction to Business Finance

ISRS 365 Introduction to Islamic Ethics and Moral Values UR

ELECTIVES (CHOOSE ONE)

ISBF 353 Personal Finance

3 ISMK 363 Introduction to Electronic Business

T O T A L 18

82 LEVEL 300 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 354 Managerial Economics 3

ISBA 358 Company and Partnership Law 3

ISBF 352 Business Finance 3

ISBF 354 Project Finance 3

Entrepreneurship and Small-Business ISUC 356 3 Management

ISCO 378 Media and Muslim Society UR

ELECTIVES ( CHOOSE ONE)

ISHR 352 Production and Operations Management

ISBF 356 Islamic Banking and Finance 3

TOTAL 18

83 LEVEL 400 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay 3

ISBA 451 Strategic Management 3

ISBA 469 Internship 2

ISBF 451 Monetary Theory 3

ISBF 453 Public Finance 3

ISBF 455 Investment Analysis 3

ISBF 459 Bank Management 3

T O T A L 20

84 LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay – Continued 3

ISBF 454 Microfinance and Rural Banking 3

ISBF 458 Banking Operations and Ethics 3

ISBF 462 Financial Markets and Institutions 3

ISBF 466 International Finance and Banking 3

ELECTIVES (Choose ONE)

ISBF 456 Banking Law and Practice 3

ISMK 468 International Marketing 3

T O T A L 18

85 HUMAN RESOURCE MANAGEMENT OPTION LEVEL 300 First Semester

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 351 3 Research Methods in Business

ISBA 353 Quantitative Methods 3

ISBA 355 Principles of Marketing 3

ISBA 359 Computer Applications in Management 3

ISBF 351 3 Introduction to Business Finance

ISHR 353 Labour Law and Industrial Relations 3

Introduction to Islamic Ethics and Moral ISRS 365 UR Values

T O T A L 18

86 LEVEL 300 SEOCND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 354 Managerial Economics 3

ISBA 358 Company and Partnership Law 3

ISBF 352 Business Finance 3

ISHR 352 Production and Operations Management 3

Change & Diversity Management in ISHR 356 3 Organisations

Entrepreneurship and Small-Business ISUC 356 3 Management

ISCO 378 Media and Muslim Society UR

T O T A L 18

87 LEVEL 400 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay 3

ISBA 451 3 Strategic Management

ISBA 469 2 Internship

ISHR 457 Public Personnel Administration 3

Human Resource Development and ISHR 459 3 Training

ISHR 461 Labour Economics 3

ELECTIVES (Choose ONE)

ISHR 463 Human Relations in Organisations

ISHR 465 Human Resource Management Systems 3

ISHR 469 Leadership and Governance

T O T A L 20

88 LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay -- Continued 3

ISHR 452 Human Resource Planning 3

Performance and Rewards ISHR 454 3 Management

International Human Resource ISHR 456 3 Management

Collective Bargaining and Conflict ISHR 458 3 Management

ELECTIVES (Choose ONE)

ISBF 454 Microfinance and Rural Banking 3 ISHR 464 Strategic Leadership

T O T A L 18

89 MARKETING OPTION LEVEL 300 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 351 3 Research Methods in Business

ISBA 353 Quantitative Methods 3

ISBA 355 Principles of Marketing 3

ISBA 359 Computer Applications in Management 3

ISMK 361 Consumer Behaviour 3

Introduction to Islamic Ethics and Moral ISRS 365 UR Values

ELECTIVES (CHOOSE ONE)

ISBF 351 Introduction to Business Finance 3 ISMK 363 Introduction to Electronic Business

T O T A L 18

90 LEVEL 300 SECOND SEMESTER COURSE C O U R S E T I T L E CREDIT CODE UNITS

CORE COURSES

ISBA 354 Managerial Economics 3

ISBA 358 Company and Partnership Law 3

ISMK 362 Integrated Marketing 3 Communications

ISMK 364 Sales Management 3

ISUC 356 Entrepreneurship and Small-Business 3 Management

ISCO 378 Media and Muslim Society UR

ELECTIVES ( CHOOSE ONE)

ISHR 352 Production and Operations Management 3 ISMK 366 Retail Marketing Strategy

TOTAL 18

91 LEVEL 400 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay 3

ISBA 451 3 Strategic Management

ISBA 469 2 Internship

ISMK 461 Marketing Management 3

ISMK 467 Managing Corporate Reputation 3

ISMK 471 Relationship Marketing 3

ELECTIVES (Choose ONE)

ISHR 461 Labour Economics 3 ISMK 465 Tourism Marketing

T O T A L 20

92 LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISBA 450 Long Essay – Continued 3

ISMK 464 Services Marketing 3

ISMK 466 Marketing Research 3

ISMK 468 International Marketing 3

ISMK 472 Marketing Strategy 3

ELECTIVES (Choose ONE)

ISBF 454 Microfinance and Rural Banking 3 ISMK 474 Social Marketing

T O T A L 18

93 COURSE DESCRIPTIONS

ISBA 151 INTRODUCTION TO BUSINESS ADMINISTRATION (Credit – 3) This course is an introduction to the structure and practice of modern business in Ghana within the global economic context. It exposes the student to the fundamentals of business operation and management, the functional areas of business [namely, production, marketing (domestic and international), accounting, finance, operations and management information systems] and their integration through the administrative process to provide competitively priced, value-added products and services that people as customers need/want. Topics to be covered will include the types of business ownership, brief discussion on the principles of management and the management process, as well as how political/economic/socio-cultural/legal/technological/ ethical systems and other factors affect the business environment. Students will be encouraged to develop and practice critical skills such as teamwork, analysis and problem-solving, entrepreneurship and critical thinking which together lead to personal and organisational success in today’s dynamic business world.

Reading List Arthur, M. B., & Rousseau, D. M. (2001). The boundaryless career: A new employment principle for a new organizational era. New York, NY: Oxford University Press. Ayee, J. R., Lofchie, M. F., & Wieland, C. (1999). Government-business relations in Ghana: Experience with consultative mechanisms. World Bank, Private Sector Development Department. Budhwar, P. S., & Debrah, Y. A. (Eds.). (2013). Human resource management in developing countries. New York, NY: Routledge. Drori, G. S., Meyer, J. W., & Hwang, H. (2006). Globalization and organization: World society and organizational change. New York, NY: Oxford University Press. Kamoche, K., Debrah, Y., Horwitz, F., & Muuka, G. N. (Eds.). (2004). Managing human resources in Africa. New York, NY: Routledge. Singh, S. (Ed.). (2010). Handbook of business practices and growth in emerging markets (pp. 1-10). World Scientific.

94 ISBA 153 INTRODUCTION TO PUBLIC ADMINISTRATION (Credit – 3) This course introduces the student to basic concepts and theories underlying administration in the public sector. It focuses on the unique social, political, economic and cultural context within which Ghanaian public administration is practiced. Topics to be treated here will include definitions, nature and scope of public administration; the role of public administration in national development; the relationship and differences between public administration and business administration; the nature of central government machinery, public-private sector dichotomy, the politics-administration debate, and the constitutional and legal setting of public administration. The course will also deal with the new public-private partnership concept, and the constituent parts of the public sector in Ghana – the public services, public corporations (or state-owned enterprises), public boards and commissions, subvented agencies, and the local government system.

Reading List Aryeetey, E., Harrigan, J., & Nissanke, M. (2000). Economic reforms in Ghana: The miracle and the mirage. Africa World Press. Crook, R. C. (1994). Four years of the Ghana District Assemblies in operation: decentralization, democratization and administrative performance. Public Administration and Development, 14(4), 339-364. Haruna, P. F. (2001). Reflective public administration reform: Building relationships, bridging gaps in Ghana. African Studies Review, 44(01), 37-57. Painter, M. J., & Peters, B. G. (2010). Tradition and public administration. London: Palgrave Macmillan. Russell, E. W., Borick, C. P., & Shafritz, J. M. (2012). Introducing public administration. New York, NY: Pearson Higher Ed.

ISUC 151 SCIENCE AND TECHNOLOGY IN OUR LIVES (Credit – 3) This course introduces the students to the application of science to everyday life. Topics include the study of the principles of biology (botany and zoology), science and technology; foundations of scientific thought; the application of science and technology to life; changing societies for scientific and technological advancement; the application of science and technology to human life; the future of human life.

Reading List Alsop S., Bencze L., &Pedretti E. (2005). Analysing Exemplary Science Teaching.Theoretical lenses and a spectrum of possibilities for practice. New York, NY: McGraw-Hill Education Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International.

95 Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. &Wajeman, J. (2007). The handbook of science and technology studies. Boston, MA: The MIT Press. Myers, D. (2005). Surfactant science and technology. New York, NY: John Wiley & Sons.

ISUC 153 CRITICAL THINKING AND PRACTICAL REASONING (Credit – 3) The course introduces students to logic and critical thinking in providing a corrective and diagnostic skillset that enables students to discriminate in a logical sense. Topics include the contrast between inductive and deductive reasoning; types of support and the quality of evidence; peer pressure and mob mentality. the logical structures of the different types of arguments;missteps that people often make in everyday reasoning, including judgments based on probability;principles of probability;making good judgments in situations of uncertainty;skills in evaluating and making arguments.;aspects of critical thinking itself;understanding the logical structures of the primary classes of arguments used in the everyday contexts of life including their strengths and weaknesses; common fallacies in reasoning, including reasoning involving determining probabilities; constructing good arguments using principles of informal reasoning; reflection on personal thinking practices; and listening to the arguments of others.

Reading List Brooke, N. M. & Parker, R. (2001). Critical thinking (6th ed.). New York, NY: McGraw-Hill Layman, C. S. (2002). The power of logic (2nd ed.). New York, NY: McGraw – Hill Moore, B. N., Parker, R., & Rosenstand, N. (2011). Critical thinking. New York, NY: McGraw-Hill. Salmon, M. (2012). Introduction to Logic and Critical Thinking. Boston MA: Cengage Learning Warburton, N. (2000). Thinking from A to Z (2nd ed.). New York, NY: Routledge

96 ISRS 151 INTRODUCTION TO ISLAM (Credit – 3) Introduction to Islam focuses on the origin and development of Islam within its cultural context, the origins of the Qur’an and the Hadith and the difference between them. It discusses non-Muslim views Islam and the prophet of Islam. At a time when Islam has a bad press among outsiders and is the subject of considerable contention among its adherents, this course seeks to provide an “empathetic” introduction to the tradition as a whole, balancing the insiders’ and outsiders’ views, the diversity and the unity of the tradition, the historical and the contemporary, and the political/social and the more strictly religious. At all points, though, an effort is made to indicate the current relevance of the course. Reading List Lippman, T. W. (1995). Understanding Islam: An introduction to the Muslim world. New York, NY: Meridian. Muhammad, H. (1976), The Life of Muhammad, New York: NY. American Trust Publications. Razack, S. (2007). Casting out: The eviction of Muslims from Western law and politics. Toronto: University of Toronto Press. Varisco, D. (2005). Islam obscured: The rhetoric of anthropological representation. London: Palgrave Macmillan. Waines, D. (2003). An introduction to Islam. Cambidge, MA: Cambridge University Press.

ISUC 161 ARABIC LANGUAGE I (Credit – 3) This course aims to introduce students to the fundamentals of the Arabic language. Topics include the study of the alphabets and how to form words; sounds of the alphabets, consonants, vowels – long and short, Diphthong, Hamza, Sun and Moon letters, definite articles, nouns, verbs, and propositions relevant to everyday vocabulary; the case system: nominative and causative, gender and translation exercises; and the construction of simple sentences. Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY:Cosimo Inc.

97 ISUC 163 INTERMEDIATE ARABIC I (Credit – 3) The Intermediate Arabic course is designed for students who already have basic knowledge of the Arabic language. The course thus assumes prior knowledge of Arabic alphabets, some vocabulary and primitive sentence formation. The course seeks to extend this basic knowledge with a study of parts of speech in Arabic -- Noun, Verb, Articles and their types; formation of simple sentences -- normal and verbal sentences; singular, dual, plural and their types; masculine and feminine genders. Verbs -- types of verbs with regard to sound and weak letters; verbs in terms of tenses (present and past tenses) as well as the command verbs and how they are formed in Arabic. Students will be required to translate simple sentences from Arabic into English and vice versa.

Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, DC: Georgetown University Press. Rouchdy, A. (Ed.) (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY: Cosimo Inc.

ISUC 251 ACADEMIC WRITING IN ENGLISH II(Credit - 3) This course -- Academic Writing in English II -- is a follow-up to Academic Writing I (ISUC 110) and builds upon the skills acquired in ISLA 101 and 102 as well as ISUC 201. Students will be required to read and critique a variety of academic essays in their areas of study. Writing activities will derive from these reading tasks and students will be guided to develop their writing through process writing which involves: pre-drafting, drafting, re-writing and revising. In this broad context, students will revise and consolidate their grammar through proof reading and editing activities. The course will also involve training students to write from multiple sources as a preparation for doing research-based writing. Activities will be geared towards getting students to develop the skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay. Students will be introduced to academic presentation skills.

98 Reading List Gleason, H. A. (1978). An introduction to descriptive linguistics. London: Cambridge University Press. Radford, A. (1997). Syntax: a minimalist introduction. New York: Cambridge University Press. Gborsong, P. A. (202). A comprehensive guide to communicative skills. Cape Coast, Ghana: Department of Communication, University of Cape Coast. Reid, Stephen (2006). The Prentice Hall Guide for College Writers (7th.Ed.). Upper Saddle River: Pearson Prentice Hall

ISBA 251 FUNDAMENTALS OF ACCOUNTING METHODS (Credit – 3) This is a foundation course and it is designed to equip candidates with the basic knowledge and tools that would enable them appreciate business transactions, their analysis and the primary financial statements and reports that are produced from such transactions. Topics covered include: Nature & Function of Accounting (definition and purpose); Generally-Accepted Accounting Principles (GAAP) -- Ground Rules for financial reporting; accounting reports and their use; fundamentals of accounting method, analysis of transactions in Books of Account; control accounts, bank reconciliation, balancing of accounts, and trial balance.

Reading List Atrill, P. & Mclaney, E. (2013). Financial accounting for decision makers. (7thed). London: Pearson Education Limited. Lung, H. (2009). Fundamentals of financial accounting. New York: Elsevier Publishing. Needles, B. & Powers, M. (2013). Principles of financial accounting. (12thed). New York, NY: Cengage Learning Publishing. Weetman, P. (2013). Financial accounting: An introduction. (6thed). London: Pearson Education Limited. Wood, F. & Sangster, A. (2002). Business accounting 1. (9thed). London: Pearson Education Limited. Wood, F. (2013). Book-keeping and accounts. (8th ed.). London. Pearson Education Limited.

ISBA 253 PRINCIPLES OF MICROECONOMICS (Credit – 3) This course introduces the student to the basics of economics that explain the economic behaviour (or decision-making) of economic agents such as consumers, business firms, and governments. The course covers microeconomics with focus on the basic economic theories such as human wants, scarcity and choice; the behaviour of consumers and producers in satisfying such wants using scarce resources; the rationale for specialization and exchange/trade.

99 Reading List Baumol, W.J. & Blinder, A. S. (2009). Microeconomics: Principles and policy (11th ed.). Mason, OHIO: South Western Cengage Learning. Brue, M. (2002). Economics: Principles, problems and policies. Boston, MA: McGraw-Hill. Griffiths, A. & Stuart, W. (2005). Economics for business and management. New York, NY: Pearson Education Ltd Lipsey, G. R. & Chrystal, A. K (2005). Economics (10th ed.). New York, NY: Oxford University Press. Ricketts, M. (2002). The economics of business enterprise: An introduction to economic organisation and the theory of the firm. Northampton, MA: Edward Elgar Publishing

ISBA 255 BUSINESS MATHEMATICS (Credit – 3) Business Mathematics is designed as a first course in Mathematics for students of business administration and fulfils two important student needs: (1) a foundation in mathematics and (2) effective methods of solving mathematical problems in business areas. Topics to be covered include compound amount due, net present value, discounting, annuities, linear, non-linear, simultaneous, exponential and logarithmic and their applications in business; matrix algebra – vectors, systems of linear equations and augmented matrices, and their business application and to Input-Output analysis of Ghana’s industries.

Reading List Devroye, L., Györfi, L., & Lugosi, G. (2013). A probabilistic theory of pattern recognition (Vol. 31). Springer Science & Business Media. Francis, A. (2004). Business mathematics and statistics. New York, NY: Cengage Learning EMEA. Hedenmalm, H., Korenblum, B., & Zhu, K. (2012). Theory of Bergman spaces (Vol. 199). Springer Science & Business Media. Pike, S., & Roos, G. (2004). Mathematics and modern business management. Journal of Intellectual Capital, 5(2), 243-256. Sastry, S. (2013). Nonlinear systems: analysis, stability, and control (Vol. 10). Springer Science & Business Media.

ISBA 257 COMMERCIAL LAW I (Credit – 3) This course aims at introducing students to the study of law and the basics of legal reasoning. Topics include the concept and nature of the law; the common law and equity; the Ghana legal system, and the fundamental principles of the law of contract; principles of sale of goods, hire purchase, agency and basic employment law; concepts and principles of company law; the basic laws relating to national and international banking (bank deposits

100 and banking transactions; issuance/acceptance/forgery/dishonor of cheques), and tortious duties.

Reading List Adagewine, G. (2011). Selected topics on business law in Ghana. Accra: DOTS Concept Barron, M. L. (2006). Fundamentals of business law. New York, NY: McGraw Hill Bondzie-Simpson, P. E. (2002). Law of contract with special reference to the law of Ghana. Accra: Excellent Publishing & Printing Lindsay, G. (2003), Contract law (Nutshell Series). Sydney: LBC. Schaffer, R., Agusti, F., & Dhooge, L. (2014). International business law and its environment. Belmont, CA: Cengage Learning.

ISBA 261 HUMAN BEHAVIOUR IN ORGANIZATIONS (Credit – 3) The course introduces students to the human resource factor and behaviour patterns in organizations. The course focuses on individual and group behaviours and their impact on values of the organization, group dynamics, teamwork and communication within groups, company leadership, power and influence, supervision, membership conflict and cooperation; communication network and structures; job satisfaction, job attitudes, motivation and morale; organizational change and development; impact of technology on organizations; personnel psychology; bargaining behaviour and group dynamics; and the external influences on human behaviour in organizations.

Reading List Golembiewski, R. T. (2001). Handbook of organizational behavior. New York, NY: Prentice-Hall. Griffin, R., & Moorhead, G. (2011). Organizational behavior. London: Cengage Learning. Schwart, S.M. (2011). Corporate social responsibility: An ethical approach. New York: Broadview Press. Vandeveer, R. C. & Menefee, L. M. (2009). Human behavior in organisation. New York, NY: Pearson Prentice Hall Zastrow, C., & Kirst-Ashman, K. (2006). Understanding human behavior and the social environment. London: Cengage Learning.

ISRS 261 INTRODUCTION TO ISLAMIC JURISPRUDENCE (Credit – 3) This course aims at presenting basic/fundamental issues concerning Jurisprudence in Islam. The content is divided into two major parts: (1) the concept of Islamic Jurisprudence (fiqh) and (2) the history of Islamic Jurisprudence, with special focus on four main sources of the Shari’ah: The Holy Quran, Sunnah, ijmahAqil. Topics to be studied include (i) Shari’ah -- literal and technical meaning; scope and general rules; comparison between

101 secular laws and the shari’ah; (ii) Sources of Jurisprudence, Origins of the five different schools of Jurisprudence – Shiites, Hanafis, Hanbalis, Malikies and Shafeis; Ijtihad and Taqlid

Reading List Ali, H. K. (1997), Practical Laws of Islam, Tehran: ICRC. Ezzati, A. (2004). Al-Nihayah. Lahore: Agha Amir Hussain Hussain, J. (2011). Islam: Its law and society (Vol. 3). Federation Press. Mohammad, H. F. (2005). A Guide to Religious Law. Qum: Ansariyan Muhammad, B. S. (2003), Principles of Islamic Jurisprudence: According to Shi’i Law, London: ICAS. Norman, C. (2010), Islamic Jurisprudence in the Classical Era, Cambridge: Cambridge University.

ISAC 351 FINANCIAL REPORTING I (Credit – 3) The course builds on accounting II and further examines accounting for organizations such as partnerships (preparation of profit and loss account, appropriation accounts, balance sheets and goodwill, admission and retirement of partners) and other specialized business transactions involving joint ventures, hire-purchases, long-term contracts and investment.

Reading List Atrill, P. & Mclaney, E. (2013). Financial accounting for decision makers. (7th ed). London: Pearson Education Limited. Melville, A. (2013). International financial reporting: A practical guide. (4th ed). London: Pearson Education Limited. Plenborg, T. & Petersen, C. (2011). Financial statement analysis. London: Pearson Education Limited. Revsine, L., Collins, D. W., Johnson, W. B., Collins, D. W., & Johnson, W. B. (2005). Financial reporting and analysis. New York, NY: Pearson/Prentice Hall. Wood, F. & Sangster, A. (2002). Business accounting 2. (9th ed). London: Pearson Education Limited. ISBA 351 RESEARCH METHODS IN BUSINESS (Credit – 3) The course introduces students to the methods and processes of research in the study of religion. Topics to be treated include qualitative and quantitative research, basic concepts in scientific research methodology, sampling, levels of measurement, problems in measurement, methods of data collection; research designs(observational, ethnographic, content analysis, case study; correlational and experimental designs); basic statistical concepts in data presentation, data analysis and interpretation); research report writing,

102 documentation and referencing, bibliography, and the importance of computer as a basic research tool.

Reading List Erbynn, K. G. (2015). Research Methods: Process Approach for the Design and Analysis of Research in Business and Social Sciences. (mimeograph 1st ed. 2009). For publishing as 2nd ed.: 2015. Mahama, A. (2012). Research Methods in Business (mimeograph). Accra: Islamic University College, Ghana. Piesie-Anto, O. (2012). Solving the African Problem: Understanding Basic Research Methods. Accra: AUCC (University) Publishers Shang G. D. (2005). Qualitative Research: a Personal Skills Approach. New Jersey: Merrill Prentice Hall. Tetteh, E. N. & Tsedzah, V. A. (2011). Research Writing: Step-by-Step Guide for Presenting Long Essays, Theses and Dissertations. Accra, Akrong Publications Limited. Thomas H. S. (2006). Conceptualizing and Proposing Qualitative Research. New Jersey: Pearson

ISBA 353 QUANTITATIVE METHODS IN BUSINESS (Credit – 3) Quantitative methods are mathematical and statistical techniques used by managers to justify the decisions they reach on the basis of logic and hard analysis. Knowledge of quantitative methods usually leads to better analysis of the business environment and an increase in decision-making effectiveness by the manager. The course takes the students through the fundamental steps in problem-solving: structuring the problem and analyzing it. Using data associated with the problem, students will develop mathematical expressions that describe the objectives, constraints and other relationships that characterize the business problem. The areas covered in this course for the achievement of the course objectives are linear programming, financial mathematics, differential and integral calculus, probability theory and distributions, estimation theory and hypothesis testing, sampling theory, regression analysis, time series analysis and index numbers.

Reading List Anderson, D., Sweeney, D., Williams, T., Camm, J., & Cochran, J. (2012). Quantitative methods for business. New York, NY: Cengage Learning. Grinnell Jr, R. M., & Unrau, Y. (2005). Social work research and evaluation: Quantitative and qualitative approaches. New York, NY: Cengage Learning. Hair, J. F., Money, A. H., Samouel, P., & Page, M. (2007). Research methods for business. Education and Training, 49(4), 336-337.

103 Neuman, W. L. (2005). Social research methods: Quantitative and qualitative approaches (Vol. 13). Boston, MA: Allyn and Bacon. Eriksson, P., & Kovalainen, A. (2008). Qualitative methods in business research. New Delhi:

ISBA 355 PRINCIPLES OF MARKETING (Credit – 3) This course is designed to teach the fundamental concepts and practice of modern marketing. The objective is to provide knowledge that will facilitate consumers’ needs and wants identification and satisfaction while achieving organizational goals and ensuring society’s well-being. Specific areas of concentration include environmental analysis, strategic planning, marketing information systems and decision-making, consumer analysis, product design, pricing, distribution, and promotion.

Reading List Boyd, W., Walker, O. C., Mullins, John. W. & Larreche, J., (2002). Marketing management: A strategic decision-making approach (4th ed.). New York, NY: McGraw-Hill. Cameron, E. & Green, M. (2000). Making sense of change management (2nd ed.). London: Kogan Page. Doole, I. & Lowe, R. (2008). Strategic marketing decisions. Oxford: Butterworth-Heinemann. Jones, G.R. & George, J.M. (2003). Contemporary management (3rd ed.) New York, NY: McGraw Hill. Kofkin, D. (2010). Aligning the organisation to the vision. London: BPP Learning Media Ltd. Mullins, L.J. (2010). Management and organisational behaviour (9th ed.) Harlow Essex: Pearson Education Limited.

ISBA 359 COMPUTER APPLICATIONS IN MANAGEMENT (Credit – 3) The course is aimed at making students appreciate the application of computer-based tools to a particular line of work, such as collecting/gathering of volumes of data/information about the business or organization, computerizing the organization’s filing system to help track the numerous activities of the business/organization, and analysing such data with the help of computers in order to assist managers make quick, accurate and effective decisions. Course work shall include class discussions, readings, collaborative projects, and formal term papers on selected topics. The course focuses on capturing, storing, accessing, analysing information, and writing research works with the help of a chosen software application package such as word processing (using Microsoft Word), spreadsheet (M/S Excel),

104 presentation (M/S Powerpoint), a Relational Data Base Management System (RDBMS), Minitab and/or SPSS.

Reading List Avison, D., & Fitzgerald, G. (2003). Information systems development: methodologies, techniques and tools. New York, NY: McGraw Hill. Comer, D. E. (2008). Computer networks and internets. Upper Saddle River, NJ: Prentice Hall Press. Power, D. J., Sharda, R., & Burstein, F. (2002). Decision support systems. New York, NY: John Wiley & Sons, Ltd. Stallings, W. (2007). Data and computer communications. Upper Saddle River, NJ: Pearson/Prentice Hall. Wright, S. E., & Budin, G. (Eds.). (2001). Handbook of terminology management: application-oriented terminology management (Vol. 2). Amsterdam: John Benjamins Publishing.

ISBF 351 INTRODUCTION TO BUSINESS FINANCE (Credit – 3) The broad objective is to equip the students with basic concepts of finance. In this introductory finance course, students are exposed to the role of the financial manager in the management of financial resources in order to maximize the value of the firm. The students study financial analysis including working capital management as a way of linking finance to accounting. Topics include, meaning of business finance, importance of finance, objectives of finance manager, sources of finance, financial markets, financial statement Analysis and Planning, Budget and Budgetary Control, Working Capital Management, and Capital Budgeting.

Reading List Anandarajan, M., Anandarajan, A., & Srinivasan, C. A. (Eds.). (2012). Business intelligence techniques: a perspective from accounting and finance. Springer Science & Business Media. Brigham, E. F., & Ehrhardt, M. C. (2013). Financial management: Theory and practice (13th ed.). New York, NY: Cengage Learning. Hillier, D., Grinblatt, M., & Titman, S. (2011). Financial markets and corporate strategy (No. 2nd Eu). New York, NY: McGraw-Hill. Marcus, Brealey M. (2007). Fundamentals of corporate finance (International Edition). New York, NY: McGraw-Hill Richard A. B., & Stewart C. M. (2002), Principles of corporate finance. New York, NY: McGraw-Hill Higher Education

105 ISBF 353 PERSONAL FINANCE (Credit – 3) This course is designed to introduce students to the type of financial challenges individuals face over their life time and is given sufficient measures to mitigate those challenges efficiently. It provides an overview of fundamental concepts of personal finance. Topics to be covered include types of investment securities, retirement and real estate planning, insurance planning, budgeting, credit, home ownership, savings, and evaluation of mortgages. Reading List Beth Kobliner (2009). Personal finance in your twenties and thirties (3rd ed.). New York, NY: Simon & Schuster, Inc. . English, J., Hicks, B., Hrasky, S., & Gyles, N. (2003). Personal financial management (Rev ed.), Australia: Allen & Unwin. Gitman. Joehnk. Billingsley. (2014). Personal financial planning (13th ed.). USA: South-Western Cengage Learning. Gitman, L. J. (2002). Personal financial planning (9th ed.). Texas: Thomson Learning Inc. Kapoor, J. K., Dlabay, L. R. & Hughes, R. J. (2001). Personal finance (6th ed.). New York, NY: McGraw-Hill Higher Learning,

ISHR 353 LABOUR LAW AND INDUSTRIAL RELATIONS (Credit – 3) This course examines the labour laws in Ghana and their implications for employment and work-place productivity. It presents students with a critical understanding of the evolution and the current state of labour laws in Ghana. Focus is on the history of labour laws in Ghana, protection of employment, general conditions of employment, equal employment opportunity; fair and unfair labour practices, protection of remuneration, theories and practice of industrial relations.

Reading List Adagewine, G. (2011). Topics on labour law in Ghana. Accra: Adonai Publications. Alston, P. (Ed.). (2005). Labour rights as human rights (Vol. 29). Oxford: Oxford University Press. Deakin, S. & Morris, G. (2005). Labour law. New York: Hart Publishing. Mathiesen, K. (2009). Labour laws on unionization and collective bargaining: comparative study. Journal of Information Ethics 3: 245-567. Obeng-Fosu, P. (1999). Industrial relations in Ghana: The law and practice. Accra: Ghana Universities Press Obeng-Odoom, F. (2014). Oiling the urban economy: Land, labour, Capital, and the State in Sekondi-Takoradi, Ghana (Vol. 1). London: Routledge. Philip L., Adrian, T. & Saunders, M. (2003). Employee relations: understanding the employment relationship. London: Financial Times/Prentice Hall

106 ISMK 361 CONSUMER BEHAVIOUR (Credit – 3) The nature of today’s marketplace demands that marketers and organizations understand the consumer if they are to achieve the firm’s marketing and sales strategy. This course on consumer behaviour exposes the students to the various influences that affect consumers in their consumption-related decisions and which must therefore be integrated into the formulation of marketing strategies. The course thus emphasizes the content and logical application of theories and research (like consumer research, market segmentation, and consumer decision-making) in analyzing consumer behaviour for solving marketing management problems.

Reading List Jansson-Boyd, C. V. (2010). Consumer psychology. New York, NY: Open University Press. Khan, M. (2007). Consumer behaviour and advertising management. Darya Ganj, New Delhi: New Age International. Miller, D., & Miller, D. (Eds.). (2005). Acknowledging consumption. London: Routledge. Solomon, M., Russell-Bennett, R., & Previte, J. (2012). Consumer behaviour. Sidney: Pearson Higher Education AU. Wright, R. (2006). Consumer behaviour. New York, NY: Cengage Learning EMEA.

ISMK 363 INTRODUCTION TO ELECTRONIC BUSINESS (Credit – 3) This course provides an overview of electronic business (e-business) with a focus on its implementation through the Internet in the context of today’s competitive business environment. This course provides an in-depth and up- to-date-analysis of the management issues that face business organizations as they embrace the Internet revolution. It also examines the e-business strategies being employed by firms in a range of different industry sectors. Reading List Afuah, A., & Tucci, C. L. (2000). Internet business models and strategies: Text and cases. New York, NY: McGraw-Hill Higher Education. Ford, W., & Baum, M. S. (2000). Secure electronic commerce: building the infrastructure for digital signatures and encryption. Upper Saddle River, NJ: Prentice Hall PTR. Kamel, S. (Ed.). (2006). Electronic business in developing countries: opportunities and challenges. Hershey: IGI Global. Shaw, M., Blanning, R., Strader, T., & Whinston, A. (Eds.). (2012). Handbook on electronic commerce. Springer Science & Business Media. Strauss, J., Frost, R., & Ansary, A. I. (2009). E-marketing. Upper Saddle River, NJ: Pearson Prentice Hall.

107 ISRS 365 INTRODUCTION TO ISLAMIC ETHICS (Credit - 3) The course aims at exposing students to moral issues (virtues and vices) asanalyzed in the Glorious Qur’an and in the life of the ProphetMuhammad (SAW) and his moral examples as a leader worthy of emulation by all those who embrace Islam as a way of life. It examines the principles and practices that lie at the heart of personal spiritual development in Islam. Students will be required to apply traditional frameworks of Islamic ethics to modern ethical challenges faced by Muslims living in secular societies like Ghana. Topics to be covered include; The meaning, definition and sources of ethics and the differences between secular and Islamic ethics. Importance, subject matter and ethical dilemma in Islamic ethics. Islamic ethics in the contemporary settings. Islamic teachings on justice, truthfulness and righteousness, dressing, unity, equality of mankind and peaceful co-existence. The condemnation of vices like pride, envy, and hypocrisy, falsehood, corruption, hard drugs gambling, adultery (zina), sodomy (liwat), abortion, murder and Suicide Reading List Amyn B. Sajoo, ed., (2010). A Companion to Muslim Ethics. London: IB Tauris Publishers. Majid Fakhry (1994). Ethical Theories in Islam. Leiden: Brill. Michael Cook (2002). Commanding Right and Forbidding Wrong in Islamic Thought. New York: Cambridge University Press. Sayyid Mujtaba Musawi Lari (1997). Ethics and Spiritual Growth. Qum: Foundation of Islamic CPW. Sayyid Mujtaba Musawi Lari (2010). Youth and Morals. Qum: Foundation of Islamic CPW. Toshihiko Izutsu (2002). Ethico-Religious Concepts in the Qur’an. Montreal: McGill-Queen’s University Press. ISBA 450 LONG ESSAY (Credit – 6) The purpose of this academic exercise or Long Essay is to provide the student with an opportunity to select and study a research problem of local importance and present his/her findings logically and systematically in clear and concise prose. The research topic can be either the study of a business (or social science) problem involving the use of analytic or predictive models, or research study using field research techniques and data analysis leading to sound generalizations and deductions, or a scientific analysis of a theoretical problem. The student is expected, in this Long Essay, to demonstrate (i) the significance and relevance of the chosen research topic to community or business; (ii) proper formulation of the management/societal problem and the associated hypothesis; (iii) a good understanding of relevant literature and appropriate research methodology; (iv) a logical and sound analysis, involving the use of descriptive and inferential statistics; and (v) a clear and effective presentation of findings and conclusions.

108 ISBA 451 STRATEGIC MANAGEMENT (Credit – 3) This course deals with the whole area of strategy and strategic management. It develops the ability to examine the business environment, consider the threats and opportunities and how to come up with policies which will enable the business to survive, grow and expand. Key to this course is a consideration of how the business can formulate functional policies for each area of its operation. The topics to be treated include: introduction to strategic management; strategy formulation processes in private corporations, public enterprises and non-profit organizations; strategy implementation process; organizational structure and process, information systems, control and co- ordination, staffing, rewarding and management development; managerial leadership; evaluation strategy and environmental analysis. Case discussions will be used extensively to familiarize students with practical management problems.

Reading List Choo, C. W., & Bontis, N. (2002). The strategic management of intellectual capital and organizational knowledge. Oxford: Oxford University Press. Cravens, D., & Piercy, N. F. (2008). Strategic marketing. New York, NY: McGraw-Hill Irwin. Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge, MA: Cambridge University Press. Hill, C., Jones, G., & Schilling, M. (2014). Strategic management: theory- an integrated approach. New York, NY: Cengage Learning. PearceII, J. A. & Robinson, R. B. (2014). Strategic Management (4th ed.) New York, NY: McGraw-Hill Higher Education

ISBA 469 INTERNSHIP (Credit – 2) This Internship programme will involve eight weeks of supervised attachment during the Long Vacation period (June to August) in business organizations/firms during which business students will be exposed to the practical settings related to their various academic and professional pursuits. This programme is meant to complement classroom work, offering practical experiential training and apprenticeship and thus giving students the opportunity to observe practically how things are done and what choices they may be confronted with in the real world. The programme is to be undertaken in a business organisation or enterprise on a full-time basis, following the completion of the third year (Level 300). As requirement for internship completion, the performance of the student must be evaluated by the Workplace Supervisor and sent to the Head of Department at IUCG. The grade obtained for the 2-credit Internship programme will be credited to the student in the first semester of the student’s fourth year (SEM-1 of Level 400).

109 ISAC 451 PRINCIPLES OF COST ACCOUNTING (Credit – 3) The course aims at equipping the student with the basic skills required to provide the Cost Information needs of management for informed decisions. Managerial Accounting aims to equip students with an ability to identify and use accounting information for managerial planning and control. Topics to be covered include, introduction on the nature of Cost Accounting, Cost definition and determination; the role of accounting information in planning and control; cost terms, cost concepts, cost elements and cost classification, cost behaviour and measurement; Material Control - Elements of Purchasing, Stores Management, and Stock Control; Accounting for Materials - methods of Pricing Receipts and issues of materials; Marginal and Absorption costing; over/under-absorbed overhead costs; Budgetary Control, preparation of the Master Budget, and Cash budgeting; Capital budgeting and investment decision; use of computers in business decision-making.

Reading List Bhimani, A., Datar, S. M., & Foster, G. (2002). Management and cost accounting. Harlow: Financial Times/Prentice Hall. Boyns, T., & Edwards, J. R. (2006). The development of cost and management accounting in Britain. Handbooks of Management Accounting Research, 2, 969-1034. Datar, S. M., Rajan, M. V., Wynder, M., Maguire, W., & Tan, R. (2013). Cost accounting: a managerial emphasis. Sydney: Pearson Higher Education AU. Garrison, R. H., Noreen, E. W., & Brewer, P. C. (2003). Managerial accounting. New York, NY: McGraw-Hill/Irwin. Hilton, R. W., Maher, M., & Selto, F. H. (2003). Cost management: strategies for business decisions. New York, NY: McGraw-Hill/Irwin.

ISAC 453 CORPORATE REPORTING AND ANALYSIS (Credit – 3) The course seeks to impart the basic skills for the interpretation and application of accounting standards and other statutory requirements reflected in company financial reports. It will also look at regulations governing the preparation of the financial reports of companies, specific company reporting issues such as business consolidations, mergers and acquisitions, the liquidation of companies, and accounting for investments in associated entities, and capital reduction schemes. Topics to be treated will include (i) Group Accounts - Consolidated Accounts involving one or two subsidiaries, Consolidated Balance Sheet, Consolidated Profit and Loss Accounts, Consolidated Income Surplus Accounts; (ii) Acquisition and mergers; (iii) Accounting treatment of Capital Reconstruction Scheme; (iv) Financial Analysis - presentation and analysis of Financial Statements, interpretation of Accounts, use of Ratio Analysis, problems concerning a going-concern

110 business, Failure prediction, impact of inflation. It also covers analysis and appraisal of financial information.

Reading List Bebbington, J., Unerman, J., & O'Dwyer, B. (2014). Sustainability accounting and accountability. New York, NY: Routledge. DiPiazza Jr, S. A., & Eccles, R. G. (2002). Building public trust: The future of corporate reporting. New York, NY: John Wiley & Sons. Higson, A. (2003). Corporate financial reporting: Theory and practice. New Delhi: Sage. Schaltegger, S., Bennett, M., & Burritt, R. (2006). Sustainability accounting and reporting: development, linkages and reflection. An introduction (pp. 1-33). Springer Netherlands. Stolowy, H., & Lebas, M. (2002). Corporate financial reporting. Sydney: Thomson Learning.

ISAC 455 PRINCIPLES OF TAXATION (Credit – 3) This course introduces students to the tax systems in Ghana and the acquisition of appropriate skills in the computation and management of taxes based on Ghana Tax Laws and other related areas. The course covers the principles and practice of taxation, tax legislation and systems relating to individual and company income tax, and fiscal policy issues in Ghana. . The topics to be discussed include Tax Administration, Indirect taxes, Direct taxes, and Gift tax, general principles of taxation in relation to assessment of all chargeable income such as employment, trading, rent and investment incomes; capital gains tax analysis of the tax machinery in Ghana. Reading List Bird, R. M., & Slack, N. E. (Eds.). (2004). International handbook of land and property taxation. Camberley: Edward Elgar Publishing. Daniel, P., Keen, M., & McPherson, C. (Eds.). (2010). The taxation of petroleum and minerals: principles, problems and practice. New York, NY: Routledge. Fischel, W. A. (2001). The homevoter hypothesis: How home values influence local government taxation, school finance, and land-use policies. Cambridge, MA: Harvard University Press. Hettich, W., & Winer, S. L. (2005). Democratic choice and taxation: A theoretical and empirical analysis. Cambridge University Press. Mares, I. (2006). Taxation, wage bargaining, and unemployment. Cambridge, MA: Cambridge University Press. ISBF 455 INVESTMENT ANALYSIS (Credit – 3) The course is about investment in marketable securities. Accordingly, the course focuses on the investment environment and process. The investment environment encompasses the kinds of marketable securities that exist

111 particularly in Ghana and where and how they are bought and sold. The investment process on the other hand is concerned with how an investor should proceed in making decisions about what marketable securities to invest in, how extensive the investments should be, and when the investments should be made in order to maximize the return, given the associated risk. Topics will include: The Investment Setting, the Asset Allocation Decision, Securities Markets: Organization, Functions and Regulations, Review of Financial Market Efficiency, Portfolio Theory, the Capital Asset Pricing Model, the Arbitrage Pricing Model, Valuing Financial Assets, Professional Asset Management, Stock Market Analysis, Industry Analysis, Company Analysis and Stock Selection, Technical Analysis, Evaluation of Portfolio Performance, and Introduction to Financial Derivatives.

Reading List Bodie, A. K. & Marcus, A. (2008). Essentials of investment (10th ed). New York, NY: McGraw –Hill/ Irwin Jordan, B. D., Miller, T. W., & Dolvin, S. D. (2011). Fundamentals of investments, valuation and management (6th ed). New York, NY:McGraw- Hill Companies Jones, C. P. (2012). Investments: Analysis and management (12th ed ). New York, NY: John Wiley & Sons Jones, C. P. (2013). Investments: Principles and concepts (12th ed). New York, NY: John Wiley & Sons Hirt , G. & Block, S. (2012 ). Fundamentals of investment analysis (10th ed). New York, NY: McGraw-Hill Higher Education.

ISBF 451 MONETARY THEORY (Credit – 3) The essence of this course is to study the relationship between money supply and other important economic variables such as aggregate price level, economic output, interest rates and exchange rates. Specific topics include: The structure and functions of central bank, monetary targeting and monetary control; Demand for and Supply of money, Quantity Theory of Money, Economic policy; Money, Inflation and Interest Rates analysis;; Theories of interest rate and the term structure of interest rates and exchange rate analysis.

Reading List Dwivedi, D. N. (2001). Macroeconomics: Theory and policy. New Delhi: Tata McGraw-Hill. Mankiw, N. G. (2002). Macroeconomics (5th ed). New York, NY: Worth Publishing. Mishkin, F. S (2004). The economics of money, banking and financial markets. (7th ed.). New York, NY: Pearson Addison Wesley.

112 Rabin, A. A. (2004). Monetary theory. Cheltenham, UK: Edward Elgar Publishing. Sullivan, A. & Steven, M. S. (2003). Economics in action. Upper Saddle River. NJ: Pearson Prentice Hall. Walsh, C. E. (2010). Monetary theory and public policy (3rd ed.). Boston, MA: The MIT Press.

ISBF 453 PUBLIC FINANCE (Credit – 3) The purpose of this course is to provide students with the basic principles and practice of funding government expenditure in Ghana. The course examines the core issues in the economics of the public sector. Specific topics will include: the concept, nature and objectives of Public Finance; efficiency and resource allocation; government’s role in public sector financial management; public goods, externalities and market/government failures; the constitution and public finance; public expenditure; budgeting, budget structures and budget reforms; public revenue; taxation; the role and influence of pressure groups and interest groups on the national budget; public debt. Reading List Ali-Nakyea, A. & Addo, S. (2009). Public sector economics and finance. (2nd ed.). Accra: Black Mask Limited. Bell, C. (2003). Development policy as public finance. Oxford: Oxford University Press. Gruber, J. (2005). Public finance and public policy. New York: Worth Publishing. Harvey, S. R. (2002). Public finance. Princeton, NJ: Princeton University CEPS Working Paper No. 80. Mishkin, F. S. (2004). The economics of money, banking and financial markets. (7th ed.). New York, NY: Pearson Addison Wesley. Missale, A. (2000). Public debt management. Oxford: Oxford University Press.

ISBF 459 BANK MANAGEMENT Credit – 3) The course aims at exposing the student to the use of the principles of business finance in banking. Banking theory is introduced with respect to bank assets, liability and liquidity management. Efforts will be made to draw heavily on practical examples around us. Topics will include: Asset/Liability Management, Bank Risks, Loan Portfolio and Credit Risk Management, Bank Costs, Bank Failures, Bank Valuation and Performance, Bank Strategic Planning, and Bank Regulation.

113 Reading List Drucker, P. F. (2007). Management challenges for the 21st century. London: Routledge. Kakabadse, A., Bank, J., & Vinnicombe, S. (2004). Working in organisations. Aldershot: Gower Publishing, Ltd. Pettigrew, A. M., Thomas, H., & Whittington, R. (Eds.). (2001). Handbook of strategy and management. New Delhi: Sage. Rose, P.S. & Hudgins, Bank Management and Financial Services, McGraw- Hill, recent edition; Saunders, A., Cornett, M. M., & McGraw, P. A. (2006). Financial institutions management: A risk management approach (Vol. 8). New York, NY: McGraw-Hill/Irwin. Sinkey, J. F. (2002), Commercial Bank Financial Management McMillan;

ISHR 457 PUBLIC PERSONNEL ADMINISTRATION (Credit – 3) This course introduces students to the way public sector organizations procure, allocate and develop labour, and how the employer-employee relationship is established and maintained. The course will treat such topics as nature and scope of human resource management, an evaluation of theory and practice of public sector human resource management, human resource management in the Ghanaian public sector, human resource planning in the public sector, recruitment and selection into the public service, compensation in the public sector, downsizing in the public sector, and collective bargaining in the public sector.

Reading List Caruth, D., Caruth, G. & Pane, S. (2009). Staffing the contemporary organisation. Westport, CT: Praege. Goel, G.L. (2008). Public personnel administration. New Delhi: Jawahar Publishers & Distributors. Hayes, S., Keamey, R. & Coggbum, J. (2009). Public human resource management: problems and prospects (5th ed.). New York: Longman Klinger, D., Nalbandian, J. & Llorens, J. (2010). Public personnel management: contexts and strategies (16thed.). New York: Longman Sharma, M. K. (2006). Personnel administration. New Delhi: Anmol Publications PVT. Ltd.

ISHR 459 HUMAN RESOURCE DEVELOPMENT AND TRAINING (Credit – 3) This course examines the primary role of human resources development (HRD) in the organization to help people and organizations effectively manage change. This highly interactive course focuses on strategies for assessing, designing, and implementing training and organizational development efforts that positively impact the performance of the individual and the work group.

114 The course is designed to provide the practical application of the theories and tools learned in this and other courses when dealing with HRD functions. It focuses on the role of HR in impacting executive leadership, staff development, performance management, change, succession planning and training. Topics to be treated include learning, training methods/techniques, training evaluation, employee performance appraisal, career development, executive or management development, and organisation development.

Reading List Goldstein, Irwin L. (1989). Training and development in organizations (2nd ed.). San Francisco: Jossey-Bass Kolb, D. A. & Osland, J. S. (1995). Organizational psychology: An experiential approach (6th ed.). New York, N.Y.: Prentice-Hall

Noe, R. A. (1998). Employee training and development. Boston, MA: Irwin/McGraw-Hill. Peel, M. (1992). Career development and planning: A guide for managers, trainers and personnel staff. Maidenhead: McGraw-Hill

ISHR 461 LABOUR ECONOMICS (Credit – 3) This course seeks to provide the student with knowledge in labour market issues from a more informed perspective and hence to inculcate confidence in tackling real-world problems in the field of labour. Topics to be covered will include theory, collection and analysis of economic statistics, and discussions on labour market issues and policies. Emphasis will be laid, during teaching and class assignments, on how market forces of labour supply and demand interact to influence the determination of wages (wage differentials) and the level of employment/unemployment; labour unions.

Reading List Ashenfelter, O., & Card, D. (Eds.). (2010). Handbook of labor economics, VOL 4A (Vol. 4). Amsterdam: Elsevier. Atkinson, A. B., & Stiglitz, J. E. (2015). Lectures on public economics. Princeton, NJ: Princeton University Press. Cahuc, P., Carcillo, S., Zylberberg, A., & McCuaig, W. (2014). Labor economics. Boston, MA: MIT Press. Florence, P. S. (2013). Economics of fatigue and unrest and the efficiency of labour in English and American industry. London: Routledge.

115 Schmid, G., & Gazier, B. (Eds.). (2002). The dynamics of full employment: Social integration through transitional labour markets. Camberley: Edward Elgar Publishing.

ISHR 463 HUMAN RELATIONS IN ORGANISATIONS (credit – 3) The course is aimed at leading students to know and apply the importance and values of human relations in organizations in helping to build a conducive atmosphere that enhances productivity at the workplace. Being an inter- disciplinary study of social relations in the workplace, the course will explore relevant areas in disciplines such as sociology, social psychology and anthropology that lead workers to feel part of a team with socially supportive relationships that go to build the kind of culture that stimulates and develops individual and group feeling for the self and each other within the organization. Motivation, communication, employee participation, leadership and management interface, and intra- and inter-personal skills development and their application are significant issues in sustaining the human relations movement at the organizational level.

Reading List Dalton, M., Hoyle, D. G., & Watts, M. W. (2004). Human relations (3rd ed.). London: CENGAGE Learning. Dwivedi, R. S. (2004). Human relations and organizational behaviour. London: Macmillan. Griffen, R. & Moorhead, G. (2013). Organisational behaviour: Managing people and organizations. U.S.A: South Western. Hodgetts, R. M. (2002). Modern human relations at work. (8th ed.). Fort Worth, NC: Harcourt College Publishers. Vandeveer, R. C. & Menefee, L. M. (2009). Human behaviour in organization. U.S.A; Pearson Prentice-Hall

ISHR 465 HUMAN RESOURCE MANAGEMENT SYSTEMS The people of any organization are a source of competitive advantage to the organization. However, for this to be realised, the organization requires HRM capability. This is the human function within the organization as well as the ability of management to manage productively and realise the potential within the people of the organization. A human resource management system is a type of information system that is designed to manage an organization’s computerized and automated human resource processes and also manage productively in order to realise the potential within the people in the organisation When an organization takes care to reduce the manual workload an organization performs, they choose to replace those processes with various levels of HRM systems. Topics to be covered here include computers as

116 strategic personnel tools, designing human resource management systems, evolving HRM data system for the capture of employee information.

Reading List Jayant, M. (2012). Designing human resource information systems: a leader’s guide. Ohio: Sage Publications. Neusch, D. R., & Alan, F. S. (1993). The high performance enterprise: Reinventing the people side of your business. New York, NY: John Wiley & Sons, Inc. Newman, W. H., & Warren, K. (2006). Human resource information systems. (2nd ed.). Englewood Cliffs, N.J: Prentice Hall. O’Toole, J. (1985). Corporate messiah. New York, N.Y.: New America Library. Vincent, R. C., & Christine, F. (1998). Human resource management systems: strategies, tactics and techniques. San Francisco, CA: Jossey-Bass

ISHR 469 Leadership and Governance ( Credit 3) The course intends to equip students with the general principles, theories of leadership, management and Corporate Governance; and how to relate them to practical solutions in organizations or the corporate world. It also provides students with insight into the nature and scope of leadership as well as its successes, limitations and failures. The course will examine the core traits, behaviors, and values of what makes managers effective leaders. It will focus on the human side of leadership and management, exploring how successful leaders have built effective organizations and companies through essential competences, relationships, visions and interaction within and across businesses. The course will also assess the importance of cross-cultural and intercultural leadership as well as sensitivity towards a variety of social, ethical and diversity issues.

Reading List Agyeman, K. (2011). Leadership, Governance and Ethic. Accra: Excellent Printing Press. Bainbridge, S. (2008). The New Corporate Governance in Theory and Practice. New York NY: Oxford University Press.

Dartey-Baah, K. (2015). “Resilient Leadership: a transformational-transactional leadership mix” Journal of Global Responsibility. 6 (1), 99-112.

117 King, M. (2016). King Report on Corporate Governance for South Africa (King IV Report) Parktown, South Africa: Institute of Directors in Southern Africa. OECD (2015). Principles of Corporate Governance. Paris: OECD. Available at www.oecd.org Tricker, B. (2015). Corporate Governance: Principles, Policies and Practices. Oxford: OUP

ISMK 461 MARKETING MANAGEMENT (Credit – 3) The course presents marketing from a strong strategic perspective. Thus, it integrates the tools of marketing into a unified strategy that delivers value to customers to ensure sustainable competitive advantage. Key issues considered include the marketing environment, the marketing value mix variables and their integration into an effective marketing programme, business communications including advertising, strategic marketing planning, and strategy implementation - its evaluation and control.

Reading List Baker, M. J. (2014). Marketing strategy and management. London: Palgrave Macmillan. Donaldson, B. (2007). Sales management: theory and practice. London: Palgrave Macmillan. Doole, I. and Lowe, R. (2008). Strategic marketing decisions. Oxford: Butterworth- Heinemann. Saunders, A., Cornett, M. M., & McGraw, P. A. (2006). Financial institutions management: A risk management approach (Vol. 8). Boston, MA: McGraw-Hill/Irwin. Yip, G. S. (2001). Total global strategy. Upper Saddle River, NJ: Prentice Hall PTR.

ISMK 467 MANAGING CORPORATE REPUTATION (Credit – 3) The approach to managing corporate reputation starts by working with the board of directors, CEO and senior leadership to understand – or help define – the vision, mission, values and strategy of the organization, which underscores the organization’s strategic direction. Three keys areas in an organization must be aligned to build stakeholder trust and a positive reputation: operations, social impact, and financial stability. Topics to be treated include: developing the rationale for managing corporate reputation; importance and significance of managing an organisation’s reputation; influences on an organisation’s

118 reputation; scope of corporate reputation; identification of key external and internal stakeholders; and indicators to reputation.

Reading List Lomax, W. & Raman, A. (2008). Analysis and evaluation. Oxford: Butterworth-Heinemann. Mendelow, A. (1985). ‘Stakeholder analysis for strategic planning & implementation’ in King & Cleland (Eds.) (1985). Strategic planning and management Handbook. New York, NY: Van Nostrand Reinhold. Nelson, R A & Kanso, A M (2008). Facets of corporate identity, communication and reputation in Melewar, T C (Ed.). ‘Effective leadership in a crisis’. Abingdon, Oxon: Routledge. Van Riel, C. B. M. & Fombrun, C. J. (2007). Essentials of corporate communication: Implementing practices for effective reputation management. Abingdon, Oxon: Routledge. Vincent, K. (2009). Managing corporate reputation. London: BPP Learning Media Ltd.

ISMK 471 RELATIONSHIP MARKETING (Credit – 3) This course focuses on the conceptual and theoretical foundation of Relationship Marketing. A number of theoretical perspectives developed in economics, law and social psychology are being applied in Relationship Marketing. These include transactions cost analysis, agency theory, rational contracting, social exchange theory, network theory, and inter-organizational exchange behaviour. It includes an analysis of different types of business relationships, such as those between a company and its suppliers, customers and distributors.

Reading List Baker, M., & Hart, S. (2008). The marketing book. London: Routledge. Baron, S., Harris, K., & Hilton, T. (2009). Services marketing: text and cases. Basingstoke: London: Palgrave Macmillan. Buttle, F. (Ed.). (1996). Relationship marketing: theory and practice. New Delhi: SAGE. Christopher, M., Payne, A., & Ballantyne, D. (2013). Relationship marketing. London: Taylor & Francis. Halinen, A. (2012). Relationship marketing in professional services: a study of agency-client dynamics in the advertising sector. London: Routledge. Hastings, G., & Domegan, C. (2013). Social marketing: From tunes to symphonies. London: Routledge.

119 Peck, H., Christopher, M., Clark, M., & Payne, A. (2013). Relationship marketing. London: Taylor & Francis.

ISMK 465 TOURISM MARKETING (Credit – 3) This course builds upon a healthy knowledge in marketing and develops synergies between tourism, marketing and the management of tourism with a focus on the theoretical and vocational issues associated with this expanding international industry. Thus, the programme is international in outlook, and relies on close associations with major tourism stakeholders to forge an industry-driven curriculum. Tourism Marketing provides the student with an understanding of the concepts and systems underlying marketing processes in tourism and equip him/her with the necessary analytical and research-based knowledge to contribute effectively towards the development and sustained profitability of the tourism sector.

Reading List Baker, M., & Hart, S. (2008). The marketing book. London: Routledge. Hall, C. M., Timothy, D. J., & Duval, D. T. (2012). Safety and security in tourism: relationships, management, and marketing. London: Routledge. Kolb, B. M. (2006). Tourism marketing for cities and towns: using branding and events to attract tourism (Vol. 10). London: Routledge. Theobald, W. F. (Ed.). (2005). Global tourism. London: Routledge. Weaver, D., & Oppermann, M. (2000). Tourism management. New York, NY: John Wiley and Sons

ISBA 152 PRINCIPLES OF MANAGEMENT (Credit – 3) The course introduces the student to management principles and the functions of the manager -- planning, organizing, staffing and leading, controlling and evaluating; and to the impact of economic/political/socio-cultural/technological factors on the manager’s environment for decision-making. Topics will include the history of management thought and theories – from pre Taylor to modern times; Planning – nature, purpose and policy formulation; Organising – nature and purpose, span of control, departmentalisation, line and staff authority, service department, committees, authority and responsibility relationships; staffing and directing - selection of managers, appraisal of managers, management development, nature of directing, motivation, leadership; controlling – nature and purpose of control, the control process, control techniques, recent developments in the control process, coordination. common forms of modern business organization – Ghanaian and international practices.

120 Reading List Morden, T. (2004).Principles of management. Burlington: Ashgate. Hill, C. W., &McShane, S. L. (2008).Principles of management. New York, NY: McGraw-Hill/Irwin. Saunders, A., Cornett, M. M., & McGraw, P. A. (2006).Financial institutions management: A risk management approach (Vol. 8). New York, NY: McGraw-Hill/Irwin. Storey, J. (2007).Human resource management: A critical text. New York, NY: Cengage Learning EMEA. Boyne, G., Farrell, C., & Law, J. (2003).Evaluating public management reforms: Principles and practice.New York, NY: McGraw-Hill Education (UK). ISUC 152 ACADEMIC WRITING IN ENGLISH I This course aims at introducing students to basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays.

Reading List Ebest, S. B., Alred, G.J., Brusaw, C.T. & Oliu, W. E. (2003). Writing from A to Z. (4thed.). Boston: McGraw Hill Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press. Langan, J. (2005). College writing skills with readings. (6thed.). Boston MA: McGraw Hill Reid, S. (2006). The Prentice Hall Guide for college writers. (7thed.). Upper Saddle River, NJ: Pearson Prentice Hall. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.

ISUC 154 NUMERACY SKILLS This course introduces students to the acquisition of basic numeracy skills needed for solving real life problems. Topics include basic algebraic skills; rates (fractions, proportions and percentages); approximating numbers (rounding up of numbers and significant numbers); mathematical reasoning (deduction and inductive reasoning), statement; truth tables, necessary and sufficient conditions, basic set theory; nature and uses of statistics; sources of

121 data; data types and measurement scales; methods of data manipulation (aggregation and interpretation); basic probability with illustrations from various disciplines; establishing relationships between variables, and use of basic computer packages such as Excel in analyzing data

Reading List Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning Gal, I. (Ed.). (2000). Adult numeracy development: Theory, research, practice. Cresskill, NJ: Hampton press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York, NY: Routledge. Uri, A. (2008). Numerical methods for evolutionary differential equations. London: Society for Industrial and Applied Mathematics (SIAM). Whatman, J., Potter, H., & Boyd, S. (2011). Literacy, language and numeracy: Connecting research to practice in the tertiary sector. Wellington, New Zealand: Ako Aotearoa.

ISUC 156 PSYCHOLOGY FOR EVERYDAY LIVING This course provides the student with the knowledge on Psychology and its usefulness in everyday behaviour. Topics include definition, concepts, scope and principles of Psychology; Psychology as a biological and social science; areas of applying psychology to an understanding of everyday life; current theories and approaches for understanding human behaviour and mental health; research tools and methods used in psychology and the critical thinking skills they support.

Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge Baron, R. A. and Branscombe, N.R. (2012). Social psychology. Boston, MA: Pearson Ochs, E., & Capps, L. (2009). Living Narrative: Creating Lies in Everyday Storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for life and work. Oakbrook Terrace, IL: Devry University Press Wolfolk, A. (2010). Educational psychology. Boston, MA: Pearson

122 ISUC 158 INTRODUCTION TO COMPUTING (Credit – 3) The course aims at introducing students to the science and discipline of computing, information systems and management concepts of Information Technology (IT). Topics include basic IT concepts in hardware and software; IT terminologies and applications in business and organizations; hands-on computer lab projects using Windows operating systems and basics in application packages, including word processing (Microsoft Word), spreadsheet (M/S Excel), database (M/S Access), presentation (M/S Powerpoint), Internet browsers and e-mail; introduction to the structure and use of personal computer hardware, peripherals, and comparison of popular operating systems; and some health and ethical implications of use of ICT.

Reading List Baltzan, P. & Phillips, A. (2008).Business driven information systems.Boston, MA: McGraw-Hill Irwin. Guzdial, M. J., & Ericson, B. (2009). Introduction to computing and programming in python: A multimedia approach. Upper Saddle River, NJ: Prentice Hall Press. Laudon, J. P. &Laudon, K. C. (2006). Management information systems (9thed.). Upper Saddle River, NJ: Pearson Prentice Hall. Mahama, A. (2013). Introduction to information technology (mimeograph). Accra: Islamic University College, Ghana. Paun, G., Rozenberg, G., &Salomaa, A. (2010). The Oxford handbook of membrane computing. New York, NY: Oxford University Press, Inc.

ISUC 162 ARABIC LANGUAGE II (Credit – 3) The aim of this course is to help students build on their knowledge acquired from the fundamentals of the Arabic language. Topics to be treated include perfect (complete action), negation of perfect, imperfect (incomplete action), future tense, masculine and feminine; a list of essential vocabulary; translation; Questions and Answers practice; time; possession “of” (Idaafa); possessive adjectives (him, her); the passive and imperative forms; conversation practice; sentence translation.

Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language contact and language conflict in Arabic.New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press.

123 Wahba, K. M., Taha, Z. A., & England, L. (Eds.).(2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY: Cosimo Inc.

ISUC 252 INTRODUCTION TO AFRICAN STUDIES (Credit – 3) The African Studies course introduces students to the basic background knowledge of Africa, its histories, people and cultures. This course content includes a general introduction to the background knowledge of Africa, its histories, peoples and cultures; gender studies (key gender concepts and issues in African studies, the gendered nature of African societies); leadership in Africa (leadership attributes of beliefs, values, ethics, character, knowledge and skills; traditional and contemporary concepts and practices of leadership in Africa; philosophical thought in African cultures emphasizing its relation and relevance to contemporary African cultures and development (African cosmologies, concepts of God, deities, ancestors, African communal and individualist values, the concept of the human being, destiny, evil and ethics/morality).

Reading List Ehret, C. (2002). The civilizations of Africa.Charlottes Ville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An anthropological critique of development: The growth of ignorance. London: Routledge. Kingsley, M. (2013). West African Studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male support for gender equality. Accra: Ghana Universities Press Newell, S. (2002). Literary culture in Colonial Ghana: 'How to play the game of life'. Manchester: Manchester University Press. Thompson, A. (2010). An Introduction to African Politics. London: Routledge.

ISBA 252 INTRODUCTION TO FINANCIAL ACCOUNTING (Credit–3) This builds on the foundation course ISBA 251 and examines the financial accounts of varied organizations -- manufacturing, departments, sole trading, partnerships, and companies. Topics covered in this course include Manufacturing Accounts, Departmental Accounts, Partnership Accounts – introductory consideration, Company Accounts, Incomplete Records and accounting for non-profit organizations, and correction of errors. Reading List

124 Atrill, P. & Mclaney, E. (2013). Financial Accounting for Decision Makers. (7thed). London: Pearson Education Limited. Lung, H. (2009). Fundamentals of Financial Accounting. New York: Elsevier Publishing. Needles, B. & Powers, M. (2013). Principles of Financial Accounting. (12thed). New York, NY: Cengage Learning Publishing. Weetman, P. (2013). Financial accounting: An introduction. (6th ed.). London: Pearson Education Limited. Wood, F. & Sangster, A. (2002). Business Accounting 1. (9th ed.). London: Pearson Education Limited. Wood, F. (2013). Book-Keeping and Accounts. (8th ed.). London. Pearson Education Limited.

ISBA 254 PRINCIPLES OF MACROECONOMICS(Credit – 3) This course is a continuation of the introductory course Principles of Economic Theory (Macroeconomic concepts). This Macroeconomics course (ISBA 254) deals with the aggregate economy or “the economy as a whole”, concentrating on the interactions within the whole economy of economic variables and agents and their effect on economic activity. It considers the macroeconomic issues or problems (national income, output, consumption, unemployment, inflation, savings, investment), international trade and international finance; macroeconomic schools of thought, the central bank, money and banking, the multiplier model, poverty and inequality, economic policy and growth. Reading List Blanchard, O. (2011). Macroeconomics updated (5th ed). Englewood Cliffs: Prentice Hall. Campbell, M. R. & Stanley B. L. (2008). Macroeconomics: Principles, problems and policies (17th ed.). New York, NY: McGraw Hill Irwin Gartner, M. (2006). Macroeconomics. New York, NY: Pearson Education Mankiw, N. G. (2002). Macroeconomics (5th ed). New York, NY: Worth Publishing. Mankiw, N. G. (2003). Principles of macroeconomics (3rd ed). New York, NY: Worth Publishing. Snowdon, B. & Wane, H. R. (2005). Modern macroeconomics. Cheltenham: Edward Elgar Publishing. Sullivan, A. & Steven, M. S. (2003). Economics in action. Upper Saddle River, NJ: Pearson Prentice Hall.

ISBA 256 BASIC STATISTICS (Credit – 2) This course introduces students to the basic statistical concepts and methods, and their application to various business, social science and communication subjects. Topics include analysis of quantitative and qualitative data for

125 managerial decision-making and drawing of conclusions in research: basic statistics such as descriptive measures of location and dispersion, coefficient of correlation; permutations and combinations; the probability theory (its laws and distribution); and inferential statistics (population versus sample, sampling theory, data collection, and testing of hypothesis).

Reading List Berk, K. & Carey, P. (2009). Data analysis with Microsoft Excel: updated for Office 2007 (3rd ed.). New York, NY: Cengage Learning. Czaja, R. & Blair, J. (2005). Designing surveys: A guide to decisions and procedures. Thousand Oaks, CA: Sage Publications. Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning Lind, D., Marchal, W. & Wathen, S. (2012). Basic statistics for business and economics (8th ed.). Boston, MA: McGraw-Hill Education McClave, J. T. & Sincich, T. (2009). Statistics (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall

ISBA 258 COMMERCIAL LAW II (Credit – 3) This course is intended to give the student an overview of sale of goods, agency (appointment of agents and formation of agency, rights and duties of an agent, liability for unauthorized acts), national and international banking (bank deposits and collections, banking transactions and Banker-Customer relations, cheques – acceptance, non-acceptance and presentment for payment, forgery or alteration and dishonor of cheques, crossing of cheques), financial leasing, electronic commerce, securities regulations, international financial transactions, swaps, lending and consortiums.

Reading List Adagewine, G. (2011). Selected topics on business law in Ghana. Accra: DOTS Concept Barron, M. L. (2006). Fundamentals of business law. New York, NY: McGraw Hill Bondzie-Simpson, P. E. (2002). Law of contract with special reference to the law of Ghana. Accra: Excellent Publishing & Printing Lindsay, G. (2003). Contract law (Nutshell Series). Sydney: LBC. Schaffer, R., Agusti, F., & Dhooge, L. (2014). International business law and its environment. Belmont, CA: Cengage Learning.

126 ISBA 262 INTRODUCTION TO HUMAN RESOURCE MANAGEMENT (Credit – 3) This course is designed to introduce students to Human Resource Management (HRM) as a discipline in management studies. Topics to be covered include definitions, development, scope, processes of HRM; Human Resource (HR) planning, HR training and development; HR compensation and reward systems; employee-management relations (including health and safety measures, motivation and motivational strategies);labour and industrial relations; international HR management; and HR research (including information management systems); effects of environmental changes on organizational design, corporate culture, and HRM policies and practices.

Reading List Bamfield P. & Kay, R. (2012). Introduction to human resource management. New York, NY: Oxford University Press Dowling, P., Festing, M., & Engle Sr, A. D. (2008). International human resource management: Managing people in a multinational context. London: Cengage Learning. Piesie-Anto, O. (2013). Understanding human resource management. Accra: EcoMedia Network Publishing. Pinnington, A., & Edwards, T. (2000). Introduction to human resource management. Oxford: Oxford University Press. Wilton, N. (2010). An introduction to human resource management. London: Sage Publications.

ISBA 264 SOCIAL RESPONSIBILITY AND ETHICS (Credit – 3) This course is meant to instill in students the knowledge and principles of ethics blended with the key issues associated with corporate social responsibility. This course focuses on the topics: the principles of corporate social responsibility, stakeholders and the social contract, globalization and corporate social responsibility as well as ethics, corporate social responsibility and corporate behaviour. Reading List Crane, A., Matten, D., & Spence, L. J. (Eds.). (2008). Corporate social responsibility: Readings and cases in a global context. London: Routledge.

127 Fischer, J. (2004). Social responsibility and ethics: clarifying the concepts. Journal of Business Ethics, 52(4), 381-390. Geert de Neve. (2008). Hidden hands in the market: Ethnographies of fair trade, ethical consumption, and corporate social responsibility. Boston, MA: Emerald Group Publishing. Storey, J. (2007). Human resource management: A critical text. New York, NY: Cengage Learning EMEA. Vogel, D. (2007). The market for virtue: The potential and limits of corporate social responsibility. Washington, DC: Brookings Institution Press.

ISAC 352 FINANCIAL REPORTING II (Credit – 3) The course covers Departmental and Branch Accounts (excluding foreign branches); the Regulatory Framework of Company Accounts and the conversion of businesses into limited liability companies. The course will deal with the preparation of Company Accounts for publication, cash-flow and value-added statements, Branch Accounts as well as accounting for the issue of shares and debentures. Reading List Frank, M. M., Lynch, L. J., & Rego, S. O. (2009). Tax reporting aggressiveness and its relation to aggressive financial reporting. The Accounting Review, 84(2), 467-496. Nobes, C. (2014). International classification of financial reporting 3e. New York, NY: Routledge. Scott, W. R. (2014). Financial accounting theory. Canada: Pearson Education Stickney, C. P., Brown, P. R., & Wahlen, J. M. (2004). Financial reporting and statement analysis: A strategic perspective. Boston, MA: South- Western Publ. White, G. I., Sondhi, A. C., & Fried, D. (2003). The analysis and use of financial statements (Vol. 1). New York, NY: John Wiley & Sons.

ISAC 356 AUDITING AND ASSURANCE (Credit – 3) This course introduces students to the principles of external auditing and other assurance services. Both theoretical and practical aspects of the audit process will be considered, taking note of recent developments in the organisation of the audit profession, the regulatory framework governing practitioners, and factors affecting the future evolution of the practice of auditing and other assurance services. It also emphasises the concepts and principles which enable the student to understand the philosophy and environment of the theory and practice of modern auditing and assurance services. The topics to be covered include, the nature and purpose of an Audit, the legal and professional requirement for an auditor, concept of truth

128 and fairness in auditing, concept of auditors’ independence, internal control system, the conduct of Audit, analytical review, audit evidence, the Audit report and auditing in computer environment. Reading List Arens, A. A., Best, P., Shailer, G., & Fiedler, B. (2013). Auditing, assurance services and ethics in Australia. Sydney: Pearson Higher Education AU. Arens, A. A., Loebbecke, J. K., Elder, R. J., Beasley, M. S., & American Institute of Certified Public Accountants. (2000). Auditing: An integrated approach (Vol. 8). Upper Saddle River, NJ: Prentice Hall. Knechel, W. R., Salterio, S. E., & Ballou, B. (2001). Auditing: assurance & risk. Boston, MA: South-Western College Publ. Whittington, R., & Pany, K. (2006). Principles of auditing and other assurance services. Boston, MA: McGraw-Hill/Irwin. Zadek, S., Evans, R., & Pruzan, P. (2013). Building corporate accountability: Emerging practice in social and ethical accounting and auditing. New York, NY: Routledge. ISBA 354 MANAGERIAL ECONOMICS (Credit – 3) This course is designed to provide a solid foundation of economic understanding for use in managerial decision-making. The course will build on students’ existing knowledge of micro-economic theory in using economics towards becoming competent decision makers and managers. The course will also engender in participants knowledge of various frameworks for analyzing business decisions through the application of economic theory to business problems, thereby developing general principles that can be applied to business decision-making. Topics will include the nature and scope of Managerial Economics, demand analysis and estimation, production and cost analysis, Market Structure Analysis and Estimation, and Government interventions in the market economy.

Reading List Baye, M. R., & Beil, R. O. (2006). Managerial economics and business strategy (Vol. 5). New York, NY: McGraw-Hill. Dobbs, I. M. (2000). Managerial economics. Oxford: Oxford University Press. Jegers, M. (2008). Managerial economics of non-profit organizations. London: Routledge. Png, I. (2013). Managerial economics. London: Routledge. Thomas, C. R., Maurice, S. C., & Sarkar, S. (2005). Managerial economics. New York, NY: McGraw-Hill/Irwin. ISBA 358 COMPANY AND PARTNERSHIP LAW (Credit – 3)

129 Organizations functions within a specific legal environment, which seeks to regulate the compliances of the firms with the socio-economic aspirations of the country in which the firm is set up. Company law therefore exposes students to the laws and statutes with which organizations must abide. It covers issues such as the sources of the company law in Ghana, the purposes of incorporation, the types of companies under the companies’ code, membership of companies and partnerships (rights and liabilities of members, termination of membership), and the regulation of internal matters such as meetings and resolutions. Reading List Allen, W. T., Kraakman, R. H., & Subramanian, G. (2003). Commentaries and cases on the law of business organization (Vol. 351). New York, NY: Aspen publishers. Bondzie-Simpson, P. Ebow (2002). Law of contract with special reference to the law of Ghana. Accra: Excellent Publishing & Printing Davies, P. L. (2010). Introduction to company law. Oxford: Oxford University Press. Morse, G. (2010). Partnership law. Oxford: Oxford University Press. Sealy, L., & Worthington, S. (2013). Sealy & Worthington's cases and materials in company law. Oxford: Oxford University Press. Story, J. (2007). Commentaries on the law of partnership, as a branch of commercial and maritime jurisprudence, with occasional illustrations from the civil and foreign law.

ISBF 352 BUSINESS FINANCE (Credit – 3) In this Business Finance course [variously referred to as Corporate Finance or Financial Management], students will learn about the time value of money, the relationship between risk and return, and how to use these concepts to evaluate projects. Students will also learn about financial markets, how securities are priced, capital structure and the relationship between leasing and buying. Topics will include: Time Value of Money, Valuation of Securities, Risk and Return, Capital Investment Decisions, Financial Markets and Financing Decisions, Capital Structure and Dividend Policy.

Reading List Alexander, C. (2001). Market models: a guide to financial data analysis. New York, NY: John Wiley & Sons. Brigham, E., &Daves, P. (2012). Intermediate financial management. New York, NY: Cengage Learning. Madura, J. (2012). International financial management. New York, NY: Cengage Learning. Moyer, R. C., McGuigan, J., Rao, R., &Kretlow, W. (2011). Contemporary financial management. New York, NY: Cengage Learning.

130 Saunders, A., Cornett, M. M., & McGraw, P. A. (2006). Financial institutions management: A risk management approach (Vol. 8). New York, NY: McGraw-Hill/Irwin. New York, NY: The Lawbook Exchange, Ltd., ISBF 354 PROJECT FINANCE (Credit – 3) The purpose of this course is to provide students with understanding on how to apply some important concepts in finance on projects. Topics to be discussed include (1) Generic Risk Management Steps; (2) Project Risk and Risk Assessment; (3) Project Appraisal and Viability: For-Profit Projects, Not-for- Profit Projects; (4) Project Analyses: Base case, Scenario analyses, Sensitivity analyses, and Break-even analyses; (5) Project Financing: General Financing issues peculiar to projects, What Financiers look for, Traditional sources of funds, Innovation in Infrastructure financing; (6) Typical Projects: Ghanaian projects; (7) Financial planning and project planning; and (8) Project budgets and costs. Reading List Belli, P., Anderson, J. R., Barum, J. A., & Tan, J. P. (2001). Economic analysis of investment operations: Analytical tool and practical applications. Washington, DD: The World Bank. Finnerty, J. D. (2007). Project financing: Asset-based financial engineering (2nd ed.). New York, NY: John Wiley & Sons Meredith, J. & Mantel Jr., S. (2012). Project management: A managerial approach (8th ed.). Boboken, NJ: John Wiley & Sons Brealey, R. A. & Myers, S. C. (2002). Principles of corporate finance. New York, NY: McGraw-Hill Higher Education Ross, S. A., Westerfield, R. W. & Jordan, B. D. (2008). Corporate finance. IRWIN Ali-Karamali, S. (2008). The Muslim next door: The Quran, the media, and that veil thing. Ashland, OR: White Cloud Press. Berger, A. A. (2012). Media and society: a critical perspective. Lanham, ML: Rowman & Littlefield Publishers.

ISBF 356 ISLAMIC BANKING AND FINANCE (Credit – 3) Islamic banking in recent years has generated considerable interest in the subject by becoming attractive to students of economics, finance, and business in both Muslim and non-Muslim countries. The course introduces students to the main principles of Islamic banking and finance. The course examines some of the fundamental concepts and instruments of Islamic banking and finance. Topics to be covered include broad theoretical and religious principles drawn on Islamic Shari’ah and conventional economics, riba, mutharabah, Ijarah musharakah, murabahah, baitul mal, gharar, takaful,

131 qard-e-hasan and istisna, Salam, Muzaraa. The course also attempts to shed some light on the future prospects of Islamic finance in the wake of rapid financial globalization.

Reading List Ayub, M. (2007). Understanding Islamic finance. U.K.: John Wiley & Sons Ltd. Kettell, B. (2011), Introduction to Islamic Banking and Finance (1st ed.). U.K.: John Wiley & Sons Ltd. Iqbal, M. (2002). Islamic banking and finance: Current developments in theory and practice. London: Islamic Foundation UK. Hassan, M. K., Kayed, R. N. & Oseni, U. A. (2013). Introduction to Islamic banking and finance: Principles and practice. Pearson Education Limited. Iqbal, Z., Mirakhor, A. (2011). An introduction to Islamic finance: Theory and practice (2nd ed.). John Wiley & Sons Pte Ltd. Sidiqi, M. N. (1988). Banking without interest. London: Islamic Foundation UK. Sidiqi, M. N. (2006). Islamic banking and finance in theory and practice: A summary of the state of the art. Islamic Economic Studies 13(2)..

ISUC 356 ENTREPRENEURSHIP AND SMALL BUSINESS MANAGEMENT The course aims at introducing students to the theoretical and practical aspects of entrepreneurship as well as the role of the small- and medium-scale enterprises (SMEs) in economic development. Topics to be treated include meaning and characteristics of entrepreneurship and small-business development; managing local small enterprises in major functional areas; types and nature of government-private assistance schemes to mitigate the problems of SMEs in Ghana; current experiences in foreign small-business and entrepreneurship development, and methods for analyzing and resolving management problems of SMEs.

Reading List Allen, K. R., Meyer, E. C., Beck, I., Farr, R., & Strickland, D. (2006). Entrepreneurship and small business management. Hightstown, NJ: Glencoe. Bank of Ghana (2006) Financing small and medium enterprises in Ghana: The need for market-oriented interventions. Accra: Bank of Ghana Gockel, A. F. & Akoena, S. K. (2002). Financial intermediation for the poor: credit demand by micro, small and medium scale enterprises in Ghana

132 – A further assignment for financial sector policy? Geneva: International Labour Organisation (ILO). Kuratko, D. F. & Hodgetts, R. M. (2007). Entrepreneurship in the new millennium. New Delhi: South Western Megginson, L. C., Byrd, M. J. & Megginson, W. L. (2006). Small-business management: An entrepreneur’s guidebook. New York, NY: McGraw- Hill Irwin Storey, D. J., & Greene, F. J. (2010). Small business and entrepreneurship. Upper Saddle River, NJ: Financial Times/Prentice Hall.

ISCO 378 MEDIA AND MUSLIM SOCIETY This course focuses on the relationship between the media and Muslim society. Discussions will focus on how one affects the other. Discussions will also be about development issues affecting Muslim societies in particular and how such issues can be discussed in the media for the right impact to be made. Topics to be discussed include cultural relativism, stereotyping, Islam and terrorism, racism and public attitude, gender issues with special focus on the Muslim society.

Reading List Ali-Karamali, S. (2008). The Muslim next door: The Quran, the media, and that veil thing. Ashland, OR: White Cloud Press. Berger, A. A. (2012). Media and society: a critical perspective. Lanham, ML: Rowman & Littlefield Publishers. Meyer, B., & Moors, A. (Eds.) (2005). Religion, media, and the public sphere. Bloomington, IN: Indiana University Press. Sajoo, A. B. (Ed.) (2004). Civil society in the Muslim world: contemporary perspectives. London: IB Tauris. Semati, M. (Ed.). (2007). Media, culture and society in Iran: living with globalization and the Islamic state (Vol. 5). London: Routledge.

ISHR 352 PRODUCTION AND OPERATIONS MANAGEMENT (Credit –3) The course focuses on the principles and practices related to production and service operations management. The course discusses the quantitative techniques that are used in handling the operations function in manufacturing and service industries. Topics covered include plant location, facility layout, capacity planning, production processes, work design, productivity measurement, materials management, quality control, production control, scheduling and controlling projects, and associated analytical techniques.

133 Reading List Collopy, F. (2004). Managing as designing. Chicago, IL: Stanford University Press. Ham, I., Hitomi, K., & Yoshida, T. (2012). Group technology: applications to production management. Springer Science & Business Media. Slack, N. (2015). Operations strategy. New York, NY: John Wiley & Sons, Ltd. Stevenson, W. (2011). Operations management. New York, NY: McGraw- Hill/Irwin. Storey, J. (2007). Human resource management: A critical text. New York, NY: Cengage Learning EMEA. Van Der Aalst, W., & Van Hee, K. M. (2004). Workflow management: models, methods, and systems. Boston, MA: MIT press. Weihrich, H., & Koontz, H. (2005). Management: A global perspective. Singapore: McGraw-Hill. ISHR 356 CHANGES AND DIVERSITY MANAGEMENT IN ORGANIZATIONS (Credit – 3) This course introduces students to the need for change in organizations, especially within a dynamic business and organizational environment. It will also make students appreciate the element of diversity and how this can be managed for organizational growth. This is borne out of the fact that organizations are composed of people from diverse background, and that changes in their behaviours and structure of the organization either negatively or positively affect outputs. Change and diversity management is therefore a structured approach to transitioning as well as conditioning individuals, teams, management and the organizational settings from a current to a desired future state as well as diversity matters. The course will examine the types of effective organizational change and diversity management, including strategy, technology, and structure as well as changes in the attitudes and behaviours of personnel at all levels and the element of differences in culture, effect of diversity on performance and intercultural communication that will ensure that people are accurately predicted, clearly understood and effectively controlled to affect positive change.

Reading List Joseph, W. W. (2001). Organizational behavior and change: Managing diversity, cross-cultural dynamics and ethics. U. S.A: South-Western College. Kannae, L. A. (2007). Managing organisational change: a handbook for practitioners. Accra: Asempa Publishers. Michael, R. (2012). Change management: A balanced and blended approach. London: Cengage.

134 Stockdale,M.S., &Crosby,F.J. (2004).Thepsychologyandmanagementofworkplace diversity. Malden,MA: BlackwellPublishing, Thiederman,S. (2008).Makingdiversitywork.NewYork: KaplanPublishing.

ISMK 362 INTEGRATED MARKETING COMMUNICATIONS (Credit – 3) The main objectives of the course is to provide students with the requisite knowledge and skills that will enable them apply the concepts and theories of integrated marketing communications (IMC) planning within different organizational set-ups. Thus, the course is designed to equip students with the concepts of IMC, its evolution, importance, benefits, and barriers to integration. The course covers a very broad field of the subject including a conceptual framework of the marketing communication process, the processes of integration, IMC planning and implementation, building and sustaining positive brand and corporate image, and the importance of developing corporate mission statements in charting an effective communication path for the organization. Marketing concepts like market segmentation, audience targeting and positioning strategies will extensively feature in this course.

Reading List Baker, M., & Hart, S. (2008). The marketing book. London: Routledge. Belch, G. E., & Belch, M. A. (2003). Advertising and promotion: An integrated marketing communications perspective. New York, NY: The McGraw− Hill. Kitchen, P. J. (1999). Marketing communications: Principles and practice. New York: NY: Cengage Learning EMEA. Percy, L. (2014). Strategic integrated marketing communications. London: Routledge. Smith, P. R., & Taylor, J. (2004). Marketing communications: an integrated approach. London: Kogan Page Publishers.

ISMK 364 SALES MANAGEMENT (Credit – 3) Personal selling, as a marketing sub-function, is embedded in the promotional component. It is a revenue-generating function which is performed by a team of sales personnel usually referred to as the “sales force”. Owing to the unique feature of the personal selling job (e.g. there is a little or no direct supervision), it is considered necessary to equip potential sales force managers with distinct management skills in order to ensure efficiency and

135 effectiveness. Sales Management, as a course, is therefore designed to provide managers with the requisite knowledge in planning, organizing, directing and control, with specific reference to sales personnel. Core skills acquired by the end of the course include motivation, compensation, forecasting and routing, and salesmanship. Topics to be covered include the organization of the sales function, sales department relatives (internal and external); sales force management including salesmen recruiting/selection; training, motivation, supervision, compensation and performance evaluation information for sales management involving the sales budget, sales forecasting, sales-cost-profit analysis, marketing intelligence, sales quotas and sales territories establishment and revision, and the place of sales management in marketing decision-making. Reading List Brown, S. A., & Coopers, P. W. (1999). Customer relationship management: A strategic imperative in the world of e-business. New York, NY: John Wiley & Sons, Inc.. Churchill, G. A., Ford, N. M., Walker, O. C., Johnston, M. W., & Tanner, J. F. (2000). Sales force management. Boston, MA: Irwin/McGraw-Hill. Donaldson, B. (2007). Sales management: theory and practice. London: Palgrave Macmillan. Percy, L. (2014). Strategic integrated marketing communications. London: Routledge. Saunders, A., Cornett, M. M., & McGraw, P. A. (2006). Financial institutions management: A risk management approach (Vol. 8). Boston, MA: McGraw-Hill/Irwin. ISMK 366 RETAIL MARKETING STRATEGY (Credit – 3) This Retail Marketing Strategy course is designed to acquaint students with those business activities (retail marketing and management) involved with the sale of goods and services directly to final consumers. The objective of this course is to expose students to the crucial role played by retailing in any marketing process as part of the distribution function. Among the topics to be covered will be Types of Retailers, retail market planning and strategy development, financial strategy and control; Store location and facilities, store planning and design, retail positioning and promotion, merchandise management, marketing channel strategies, pricing and gross margin planning, and operations management. New trends and technology in retailing will also be discussed including product price scanning, non-store retailing, service retailing, internationalization/globalization of retailing, and the future of retail Reading List

136 Baker, M. J. (2014). Marketing strategy and management. London: Palgrave Macmillan. Hawkins, D., & Mothersbaugh, D. (2009). Consumer behavior building marketing strategy. New York, NY: McGraw-Hill. Percy, L. (2014). Strategic integrated marketing communications. London: Routledge. Strauss, J., Frost, R., & Ansary, A. I. (2009). E-marketing. Pearson Prentice Hall. Yip, G. S. (2001). Total global strategy. Upper Saddle River, NJ: Prentice Hall PTR.

ISAC 452 MANAGEMENT ACCOUNTING (Credit – 3) The course objective is to give students a good understanding about the concepts and techniques of management accounting. Thecourse focuses on critical cost accounting issues relating to accounting for overheads; activity- based costing; accounting for labour; product costing methods/techniques; absorption and marginal costing techniques; accounting tools for planning and control, budgetary and budgetary control. Topics to be discussed include (a) Control of Labour Cost - Payroll system requirements, internal controls; (b) Accounting for Labour: methods of remuneration; Payroll records and procedures; special record-keeping issues; (c) Factory overheads Control; (d) Absorption and Marginal Costing – definitions and use in practice, marginal costing and decision-making; (e) Cost-Volume-Profit (CVP) analysis and relationships, managerial uses of CVP analysis; (f) Job Order Costing systems; (g) Contract Costing - nature and application of contract costing systems, attributable profit; SSAP-9 recommendations.

Reading List Bhimani, A., Datar, S. M., & Foster, G. (2002). Management and cost accounting. Harlow: Financial Times/Prentice Hall. Garrison, R. H., Noreen, E. W., & Brewer, P. C. (2003). Managerialaccounting. New York, NY: McGraw-Hill/Irwin. Gordon, L. A. (2000). Managerial accounting: concepts and empirical evidence. New York, NY: McGraw-Hill Company. Hilton, R. W., Maher, M., &Selto, F. H. (2003). Cost management: strategies for business decisions. New York, NY: McGraw-Hill/Irwin. Hoque, Z. (2001). Strategic management accounting. Oxford: Chandos Publishing. Kaplan, R. S., & Atkinson, A. A. (2015). Advanced management accounting. New Delhi: PHI Learning.

ISAC 454 PUBLIC SECTOR ACCOUNTING AND FINANCE (Credit-3) The course examines the role of government in Ghana and its mechanisms for control over public expenditures and resources to ensure greater efficiency

137 and effectiveness in government activities. It considers the public sector environment and how it differs from private markets, including the roles of externalities and accountability. It examines major issues in public sector financial management; the use of cash and accrual accounting information systems; management of financial and physical assets including environmental and heritage considerations; marketization of public sector activities; performance measurement issues for departments of state; management and performance of government business enterprises including privatisation issues; public sector audits and roles of the Auditor General and accountability issues; role of the budget, budget process and management, and cash and accrual budgeting systems. Other topics to be covered include financial administrative practices (FAP) of the public sector in Ghana: - the Treasury accounting system in the Civil Service, the accounting system in the District Assemblies; Financial Accountability in the public sector; the bases/techniques of Accounting in the Public Sector and Constitutional provisions and Accounting Practices relating to Central and Local Government (District Assemblies) Financial Administration. It also evaluates the activities of NGOs.

Reading List Bebbington, J., Unerman, J., & O'Dwyer, B. (2014). Sustainability accounting and accountability. New York, NY: Routledge. Finkler, S. A. (2005). Financial Management for Public, Health, and Not-for- Profit Organizations. 2nd ed. (pp. 443-444). Upper Saddle River, NJ: Pearson Prentice-Hall. Flynn, N. (2007). Public sector management. New Delhi: Sage. McKevitt, D., & Lawton, A. (Eds.). (1994). Public sector management: theory, critique and practice. New Delhi: Sage. Zadek, S., Evans, R., & Pruzan, P. (2013). Building corporate accountability: Emerging practice in social and ethical accounting and auditing. New York, NY: Routledge.

ISAC 456 TAXATION (Credit – 3) The course focuses on the direct and indirect tax legislations in Ghana and their interpretations in ascertaining personal and corporate tax obligation; rights, and liabilities. The topics to be discussed include Taxes on natural resources including petroleum and mineral resources, Capital gains tax, Individuals and non-resident individuals investing and/or deriving income from

138 Ghana, Corporate taxation including tax of income from initial activities and double taxation relief, Relations with Ghana Revenue Authority and the Revenue Tribunal, CEPS Management Law, the VAT Act, and tax planning. Reading List Armah-Attoh, D., & Awal, M. (2013). Tax administration in Ghana: Perceived institutional challenges. Afrobarometer Briefing Paper No, 124. Bird, R. M., & Slack, N. E. (Eds.). (2004). International handbook of land and property taxation. Camberley: Edward Elgar Publishing. Daniel, P., Keen, M., & McPherson, C. (Eds.). (2010). The taxation of petroleum and minerals: principles, problems and practice. New York, NY: Routledge. Hettich, W., & Winer, S. L. (2005). Democratic choice and taxation: A theoretical and empirical analysis. Cambridge University Press. Mares, I. (2006). Taxation, wage bargaining, and unemployment. Cambridge, MA: Cambridge University Press. ISAC 458 ACCOUNTING INFORMATION SYSTEMS (PACKAGES) (Credit – 3) This course develops an understanding and appreciation for the design, analysis, development and implementation of accounting information systems with an emphasis on control and management issues of the accounting function. The course will consider both a technological and non-technological viewpoint of the organization, management and the end-users. Practical application will be emphasized through the use of accounting computer packages to solve related projects and systems cases. Reading List Gelinas, U., Dull, R., & Wheeler, P. (2011). Accounting information systems. Stamford, CT: Cengage Learning. Hall, J. (2012). Accounting information systems. Stamford, CT: Cengage Learning. Laudon, K. C., & Laudon, J. P. (2004). Management information systems: managing the digital firm. New Jersey, 8. Myers, M. D., & Avison, D. (Eds.). (2002). Qualitative research in information systems: a reader. New Delhi: Sage. Romney, M., Steinbart, P., Mula, J., McNamara, R., & Tonkin, T. (2012). Accounting information systems. Australasian Edition. Sydney: Pearson Higher Education AU. Wu, F. H. (1983). Accounting information systems: theory and practice. New York, NY: McGraw-Hill, Inc.

ISBF 462 FINANCIAL MARKETS AND INSTITUTIONS (Credit – 3) This course aims to provide students with a basic understanding of financial markets and institutions. The course covers financial intermediation and

139 innovations and key regulatory trends in both the Ghanaian financial market and international financial markets. Activities and characteristics of depository and non-depository institutions are covered. The course also considers the roles of the money and capital markets in the economy. Specific topics include: Financial Intermediations and Financial Innovation, the Role of Government in Financial Markets, Depository Institutions, Non-Depository Institutions, Determinations of Interest Rates, Organization and Structure of Markets, Market for Corporate Securities, Mortgage and Securitized Assets Markets, and Markets for Derivative Securities.

Reading List Campbell, J. Y., Lo, A. W. C., & MacKinlay, A. C. (1997). The econometrics of financial markets (Vol. 2, pp. 149-180). Princeton, NJ: Princeton University press. Eakins, G., & Mishkin, S. (2012). Financial markets and institutions. Boston, MA: Prentice Hall. Hillier, D., Grinblatt, M., & Titman, S. (2011). Financial markets and corporate strategy (No. 2nd Eu). New York, NY: McGraw-Hill. Madura, J. (2014). Financial markets and institutions. New York, NY: Cengage learning. Saunders, A., & Cornett, M. M. (2007). Financial markets and institutions: an introduction to the risk management approach. New York, NY: McGraw-Hill. ISBF 466 INTERNATIONAL FINANCE AND BANKING (Credit – 3) Prerequisite: ISBF 312: Business Finance This course builds on and extends the framework and basic principles provided by domestic corporate finance to account for those dimensions that are unique to decisions in a competitively dynamic global context. Coverage will extend to the use of financial analysis and reasoning in solving international financial management problems and in decision-making. The traditional areas of Working Capital Management, Capital Budgeting, Cost of Capital, and Financial Structure will be covered from the perspective of a Multinational or Transactional Enterprise. The focus will be on those decision variables that are rarely encountered by purely domestic enterprises. Specific topics include: Introduction to Multinational Financial Management, International Financial Markets, International Flow of Funds and Balance of Payment, Forecasting Exchange Rates, Measuring Exposure to Exchange Rate Fluctuations, Managing Transaction Exposure, Short-term asset and liability management, Long-Term Asset and Liability Management, Financing International Trade, International Banking, and Country Risk Analysis.

Reading List

140 Best, J. (2005). The limits of transparency: Ambiguity and the history of international finance. Ithaca, NY: Cornell University Press. Bond, P. (2003). Against global apartheid: South Africa meets the World Bank, IMF and international finance. London: Palgrave Macmillan. Cameron, R., & Bovykin, V. (1992). International banking 1870-1914. Oxford: Oxford University Press. Jeucken, M. (2010). Sustainable finance and banking: The financial sector and the future of the planet. London: Routledge. Madura, J. (2012). Financial markets and institutions. New York, NY: Cengage learning. Obstfeld, M. (2009). International finance and growth in developing countries: What have we learned? (No. w14691). National Bureau of Economic Research. Wright, C. (2009). Setting standards for responsible banking: Examining the role of the International Finance Corporation in the emergence of the equator principles (pp. 51-70). London: Routledge.

ISBF 454 MICROFINANCE AND RURAL BANKING (Credit – 3) The course deals with the importance of microcredit as a financial tool for development. It provides students with techniques and tools to improve financial services and the sustainability of microfinance institutions (MFIs) by setting realistic interest rates and managing funding. The course also deals with lending methods: individual and group lending methodologies which place an emphasis on understanding the client, his/her financial needs and business cycles, streamlined procedures and detailed loan analysis for delinquency prevention. The course also focuses on the problems confronting the microfinance institutions and the impact of microfinance on clients’ well-being. Specific topics include: Theories of Microfinance, Microfinance in Ghana, Supply of Microfinance, Demand for Microfinance, Microfinance Product Development, Microfinance and Financial Regulations, Microfinance Sustainability, Challenges in the Microfinance Sector and Rural Banking.

Reading List Armendariz de Aghion, B. and Morduch, J. (2005), The Economics of Microfinance. The MIT Press. (Available online) Brealey, Ledgerwood, J., Earne J and Nelson, C., eds. (2013). The New Microfinance Handbook: A Financial Market System Perspective. Washington, DC: World Bank (Available online)

141 Dichter, T. W., & Harper, M. (Eds.). (2007). What's wrong with microfinance? Rugby: Practical Action Publishing. Fernando, J. L. (Ed.). (2004). Microfinance: Perils and prospects. London: Routledge. Hulme, D., & Arun, T. (Eds.). (2009). Microfinance: A reader. London: Routledge. Puhazhendhi, V., & Satyasai, K. J. S. (2000). Microfinance for rural people: An impact evaluation. National Bank for Agriculture and Rural Development, Department of Economic Analysis and Research. Robinson, M. S. (2001). The microfinance revolution: Sustainable finance for the poor. Washington, D.C.: World Bank Publications.

ISBF 458 BANKING OPERATIONS AND ETHICS(Credit – 3) This course is meant to equip students with basic knowledge in banking operations. This will help students acquire practical understanding of basic operations in the current banking environment in Ghana and globally. In addition, it will provide students with the right analytical mindset on operational processes and process reviews and enhancement in the market, which is critical for any successful banking operations model in the fast changing banking operational set-up. Topics include: Introduction to Banking Operations, Account Opening Process and Procedures, and Know Your Customer (KYC) Principles and Management, Roles and Responsibilities of Customer Advisors, Counter Services Staff and Management; Processes, Procedures and Principles in Tellering/Cashiering; Cash Management and Operations, Payment systems in Banking, Transaction Processing, Reconciliation and Suspense Accounts Management and Control, Product Development, Implementation and Pricing, and Ethics in Banking. Reading List Abdul-Rahman, Y. (2014). The art of RF (Riba-Free) Islamic banking and finance: Tools and techniques for community-based banking. New York, NY: John Wiley & Sons. Stevenson, W. (2011). Operations management. New York, NY: McGraw- Hill/Irwin. Trevino, L. K., & Nelson, K. A. (2010). Managing business ethics. New York, NY: John Wiley & Sons Weber, O., & Remer, S. (Eds.). (2011). Social banks and the future of sustainable finance. New York, NY: Taylor & Francis. Weiss, J. (2008). Business ethics: A stakeholder and issues management approach. New York, NY: Cengage Learning.

ISBF 456 BANKING LAW AND PRACTICE (Credit – 3) This course introduces students to laws regulating banking practice in Ghana. The course deals with the laws most relevant to routine banking practice such

142 as bank-customer relationship, handling of cheques and other negotiable instruments as well as types of securities acceptable for loan advances. The course also deals with the techniques of credit risk assessment of lending to individuals, SMEs and corporate customers and the appropriate type of acceptable security. Topics to be treated include bank and agency, partnership customer, company customer, insolvent customer, corporate securities and guarantees; determination of bank-customer relationship, banking regulations and types of account holders; principles of lending, the interpretation of accounting statements for lending purposes, understanding of risk issues, advances to personal customers, and security requirements for lending. Reading List Aboagye, A. Q., Akoena, S. K., Antwi Asare, T. O., & Gockel, A. F. (2008). Explaining interest rate spreads in Ghana. African Development Review, 20(3), 378-399. - Huang, W. X. (2007). Institutional banking for emerging markets: Principles and pactice (Vol. 415). New York, NY: John Wiley & Sons. Penn, G., & Haynes, A. (2009). The law and practice of international banking. London: Sweet & Maxwell Ltd. Shekhar, K. C. (2009). Banking theory and practice, (19th ed.). New Delhi: Vikas Publishing House PVT Ltd. Stahn, C. (2008). The law and practice of international territorial administration: Versailles to Iraq and beyond (Vol. 57). Cambridge, MA: Cambridge University Press. Walker, G. A. (2001). International banking regulation: law, policy, and practice (Vol. 19). London: Kluwer law international.

ISMK 468 INTERNATIONAL MARKETING (Credit – 3) The course focuses on techniques and strategies needed to apply the marketing concept in the world marketplace. It considers strategic analysis of the global business environment and company analysis to arrive at strategies and decisions in such areas as international marketing research, international entry and expansion, global competition, globalization versus customization issues and the various aspects of the international marketing mix. Topics for discussion include: a country’s cultural and environmental impact on the marketing plan; competing in international markets of varied economic, political and legal perspectives; regional integration strategies and their impact on international marketing as well as Issues related to international products, pricing, distribution and communications. Additionally, negotiating with international customers and partners is given due attention for successful implementation of international marketing strategies. Reading List

143 Cateora. P. R. & Graham. J. L. (2007). International marketing (13thed.). New York, NY: McGraw Hill. Czinkota, M. R. & Ronkainen, I.A. (2004). International marketing. New York, NY: Thomson Learning. Davila, A. (2001). The marketing and marketing of people. Berkley, LA: University of California Press. Elashmawi, F. & Philip, R. H. (1998). Multicultural management 2000: Essential cultural jnsights for global business success. Houston, TX: Gulf. Harrison, E. L. & Huntington, S.P. (2000). Culture matters. New York, NY: Basic Books. Hofstede, G. (2001). Culture’s consequences (2nd ed.). New Delhi: Sage Publications.

ISHR 452 HUMAN RESOURCE (OR MANPOWER) PLANNING (Credit – 3) This course examines the link between human resource management (HRM) and corporate strategy. It seeks to bring the practice of people management into the strategic thinking (or planning) of the top management because the success or failure of the organisation is directly linked to key human resource activities such as recruitment, training and compensation. This course will therefore deal with how to plan to have staffing at acceptable levels with the right skill mix, and development and application of HR strategies to ensure organisational objectives and to maintain talented staff. Reading List Armstrong, M. (2006). A handbook of human resource management practice (10th ed.). U.S.A.: Kogan Page. Boxall, P. and Purcell, J. (2003). Strategy and human resource management. Basingstoke: Palgrave Macmillan Elmer H. and Mathys, Nicholas J. Burack (1980). Human resource planning: A pragmatic approach. New York, N.Y.: Brace-Park Press. Harris, M. (2000). Human resource management: A practical approach (2nd ed.). Fort Worth, NC: The Dryden Press Monica Belcourt, Ken McBey (2003). Strategic human resource planning (2nd ed.). New York: Nelson Thomson Learning Piesie-Anto, O. (2013). Understanding human resource management. Accra: EcoMedia Network Publishing. Rao, V. S. P. (2005). Human resource management: Text and cases. New Delhi: Excel Books.

ISHR 454 PERFORMANCE AND REWARDS MANAGEMENT (Credit – 3) This course provides students with adequate knowledge on performance management and establishes the extent to which performance relates to rewards. Topics to be covered include nature of performance management, the performance management process, measuring performance, job

144 evaluation, relationship between performance and rewards, forms of reward systems, and incentives and benefits. Reading List Aquinas, P.G. (2009). Human resource management: principles and practice. New Delhi. Vikas. Bahlander, G., Snell, S. & Sherman, A. (2001). Managing human resources (12th ed.) Mason, Ohio: South Western Publishing. Dessler, G. (2011). Human resource management: global edition. (12th ed). Upper Saddle River, N.J: Pearson Education Inc. Mahapatro, B.G. (2010). Human resource management. New Delhi. New Age International Publishers Paauwe, J. (2004). Human resource management performance. New York, NY: Oxford University Press ISHR 456 INTERNATIONAL HUMAN RESOURCE MANAGEMENT (Credit- 3) The course is aimed at expanding the students’ knowledge of HRM beyond the local and into the world setting in order to take advantage of increased business transactions and global influences, especially as companies are increasingly doing business abroad through multinational and multilateral corporations. Thus, the discussions will centre on global differences that affect effective human resource management, which include cultural, economic, political, legal and industrial relations, etc. Despite these differences, students will be led to appreciate the common practices of employee placement internationally, which include personnel selection procedures, the purpose of performance appraisal, training and development practices, compensation and incentives, welfare and safety, and employee relations including international labour rules and regulations, etc.. Reading List Armstrong, M. (2006). A handbook of human resource management practice. (10thed.). N.J.: Kogan Page. Cullen, J. B. & Parboteeah, K. P. (2010). International business strategy and multinational company. New York: Routledge. Dowling, P. J. & Welch, D. E. (2004). International human resource management: managing people in an international context (4th ed). London: Thomson Learning. Edwards, T., & Rees, C. (2006). International human resource management: globalization, national systems and multinational companies. London: Prentice Hall. Howard, R. (2004),Understanding the global economy.N.J.: Peace Education Books.

145 ISHR 458 COLLECTIVE BARGAINING AND CONFLICT MANAGEMENT (Credit- 3) This course will introduce students to the theory and practice of negotiation, conflict management and change management in the workplace. Conflict within the workplace can impact on productivity and staff morale. Developing and maintaining positive relationships with internal and external stakeholders is a sine qua non within today’s diverse workforce. Resolution of conflict is essential. Identifying and dealing effectively with difficult people and situations involves positive communication, active listening and problem-solving skills. Topics to be treated will include different theories of conflicts, stages of conflicts and conflict resolution techniques; methods of arbitration and negotiations between parties to the conflict, inter-personal relations and conflicts within the industrial setting. Reading List Afzalur, R.M. (1990). Theory and research in conflict management. NewYork: Praeger Publishers Barbara, A. & Budjac, C. (2006). Conflict management: A practical guide to developing negotiation strategies. U.S.A: Pearson Prentice-Hall. Cole, G. A. (2002). Personnel and human resource management (5th ed.). London: ELST Costantino, C. A. & Merchant, C. S. (1996). Designing conflict management systems: A guide to creating productive and healthy organizations. U.S.A: Jossey Publishers Obeng-Fosu, P. (1999). Industrial relations in Ghana: the law and practice. Accra: Ghana Universities Press William, J. P., & Jerri, K. (2003). Handbook of conflict management. New York, NY: Marcel Dekker Inc. ISHR 464 STRATEGIC LEADERSHIP (Credit – 3) At the end of the course, students should be able to appreciate and apply the various aspects of leadership at the departmental and the organizational levels of organizations. The course covers an overview of leadership, power and politics in organizations, motivation, managing workplace conflict, team dynamics, leadership models, managerial decision making and ethical dilemma.

Reading List Cole, G. A. (2002). Personnel and human resource management (5th ed.) .London: ELST. Daft, R. L. (2002). The leadership experience (2nd ed.). Ohio: South Western.

146 De Simone, R. L. & Affairs, D. M. (1998). Human resource development. (2nd ed.). Orlando, FL: The Dryden Press. Dubrin, A. J. (1995). Leadership: Research findings, practice and skills. Boston, MA: Houghton Mifften Company. Mullins, L.J. (1999). Management and organizational behaviour (5thed.). Harlow. Prentice Harlow Yukl, G. (2010). Leadership in organizations (7th ed.). New Jersey, NJ: Pearson Education, Inc. ISMK 464 SERVICES MARKETING (Credit – 3) This course will examine the theoretical/conceptual, strategic, and operational issues pertaining to the marketing of services. At the end of this course it is expected that students will be familiar with the theoretical and normative issues of marketing services. They should know how to investigate, assess, and resolve quality problems; how to ensure employee participation in the delivery of quality service; and how to develop, implement and control profitable service marketing strategies. Case studies will be used in addition to lectures in conducting this course and students may also be required to complete a project concerning the marketing of services. Reading List Baker, M., & Hart, S. (2008). The marketing book. London: Routledge. Baron, S., Harris, K., & Hilton, T. (2009). Services marketing: text and cases. Basingstoke: Palgrave Macmillan. Berry, L. L., & Parasuraman, A. (2004). Marketing services: Competing through quality. Simon and Schuster. Lusch, R. F., & Vargo, S. L. (2014). The service-dominant logic of marketing: Dialog, debate, and directions. London: Routledge. Wilson, A., Zeithaml, V. A., Bitner, M. J., & Gremler, D. D. (2012). Services marketing: Integrating customer focus across the firm (No. 2nd Eu). McGraw Hill.

ISMK 466 MARKETING RESEARCH(Credit – 3) The course equips students with tools for conducting consumer-based research, with the objective of identifying needs, wants and preferences for effective marketing strategy formulation and customer satisfaction. This course focuses on an in-depth appreciation of the nature and scope of marketing research. It exposes students to the framework and processes of conducting an effective marketing research assignment and critically-important techniques like questionnaire design, sampling, data collection and analysis using various statistical techniques. Students may also be exposed to the use of computers (statistical packages like SPSS, Minitab) in analyzing univariate and multivariate marketing data.

Reading List

147 Baker, M. J. (2014). Marketing strategy and management. London: Palgrave Macmillan. Hair, J. F., Wolfinbarger, M. F., Ortinau, D. J., & Bush, R. P. (2008). Essentials of marketing research. McGraw-Hill/Higher Education. Janssens, W, Wijnen, K., De Pelsmacker, P., & Van Kenhove, P. (2008). Marketing research with SPSS. New York, NY: Pearson. Wilson, A. (2011). Marketing research: An integrated approach (3rd ed.). Upper Saddle River, NJ: FT Prentice Hall. Yip, G. S. (2001). Total global strategy. Upper Saddle River, NJ: Prentice Hall PTR.

ISMK 472 MARKETING STRATEGY (Credit – 3) This course is about how to take a strategic approach in marketing planning to achieve competitive advantage. It recognises the significance of situation analysis and introduces techniques for assessing the external and internal environments that enable effective decision making. The course outlines the importance of all stages within the marketing planning process, from the audit, through strategic decision making, to implementation of plans. It outlines how managing resources and employing monitoring and measurement techniques enables the achievement of strategic marketing objectives. Topics to be treated include market analysis skills of judgement, interpretation, research, synthesis, generalisation, shared understanding; macro environment (political, economic; social, technological, environmental/ecological, legal); micro environment (markets, industry structure and dynamics, stakeholder relationships); innovation auditing; customer analysis, competitor analysis, and channel member analysis Reading List Aaker, D. & McLouglin, D. (2010) Strategic marketing management: Global perspectives. Chichester, UK: John Wiley Cravens, D.W. & Piercy, N. (2012). Strategic marketing (10th ed.). New York, NY: McGraw-Hill. Hooley, G., Nicoulaud, B. & Piercy, N. (2011). Marketing strategy and competitive positioning (5th ed.). Harlow: Financial Times Prentice Hall. McDonald, M. & Wilson, H. (2011). Marketing plans: How to prepare them, how to use them (7th ed.). Chichester, UK: John Wiley.

ISMK 474 SOCIAL MARKETING (Credit – 3) The focus of this course is on community relations, public education and social marketing. Students will explore, analyze and apply concepts such as community assessment and empowerment, visioning and educational principles and strategies. Students will also analyze the various components of the mass media, ownership and its effects on content. In addition, through

148 shared experiences, group work and critiquing of actual social marketing educational and public relations programmes, students will develop commendable capacity for social marketing application.

Reading List Barefoot, D., & Szabo, J. (2010). Friends with benefits: A social media marketing handbook. San Francisco, CA: No Starch Press. Evans, D. (2010). Social media marketing: the next generation of business engagement. New York, NY: John Wiley & Sons. Hair, J. F., Wolfinbarger, M. F., Ortinau, D. J., & Bush, R. P. (2008). Essentials of marketing research. New York, NY: McGraw-Hill/Higher Education. Hastings, G., & Domegan, C. (2013). Social marketing: From tunes to symphonies. London: Routledge. Wilmshurst, J., & Mackay, A. (2002). The fundamentals and practice of marketing. London: Routledge.

Department: Education and Psychology

FACULTY

Dr. Ernest Kofi AWANTA Senior Lecturer – Head of Department MPhil (Cambridge) PhD (Atlanta)

Dr. Abdul Jaleel SAANI Lecturer MPhil (UCC), PhD (UCC)

Mr. Enoch Danso OKYERE Assistant Lecturer MPhil (UCC)

Wilson Kofi AGBEKE Senior Lecturer - Part Time MPhil (Birmingham)

149 BACHELOR OF EDUCATION

CORE COURSES FOR EARLY CHILDHOOD EDUCATION

ISEC 151 Development of Education in Ghana 3 ISEC 152 Management of Early Childhood Settings 3 Play Activities in Early Childhood Education ISEC 153 Teaching - 2 Credits 3 Practicals - 1 Credit Mathematics in Early Years ISEC 154 Teaching - 2 Credits 3 Practicals - 1 Credit Health, Nutrition and Safety in ECE

ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit

ISEC 162 Social and Philosophical Foundations in ECE 3 Science Activities in ECE

ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit

ISEC 252 Introduction to Special Education 3 Instructional Material Development and Usage in ISEC 253 3 ECE ISEC 254 Child Growth and Development 3 ISEC 255 Professionalism and the Educator 3 ISEG 254 Life Skills 3 ISEC 261 Assessment in ECE 3 Family and Community Collaboration in ECE ISEC 262 Teaching - 2 Credits 3 Practicals - 1 Credit Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 264 Psychology of Learning and Instruction in ECE 3 Music, Movement and Dance ISEC 265 Teaching - 2 Credits 3 Practicals - 1 Credit

150 ISEC 351 Research Methods in Education 3 ISEC 352 Child Rights and Policies 3 ISEC 353 Early Childhood Curriculum and Methods 3 Literature in ECE ISEC 354 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 355 Methods of Teaching in Early Childhood Education 3 ISEC 361 Gender Issues in Early Childhood Education 3 Language and Literacy Development in ECE ISEC 362 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 363 On-Campus Teaching Practice 3 Educational Technology in ECE ISEC 364 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 450 Long Essay / Project Work 6 ISEC 451 Practicum: Field Experience 6 ISEC 461 Management and Administration in ECE 3 ISEC 462 Introduction to Guidance and Counselling 3 ISEC 463 Contemporary Issues in ECE 3 Seminar in Early Childhood Education ISEC 464 Teaching - 2 Credits 3 Practicals - 1 Credit MANDATORY COURSES

ISUC 151 Science and Technology in Our Lives 3 ISUC 153 Logic and Critical Thinking 3 ISUC 161 Arabic Language I 3 ISUC 152 Academic Writing in English I 3 ISUC 154 Numeracy Skills 3 ISUC 156 Psychology for Everyday Living 3 Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit ISUC 165 Arabic Language II 3

151 ISUC 251 Academic Writing in English II 3 ISUC 252 Introduction to African Studies 3 ISRS 264 Islamic Education and Da’wah 3 ISEG 351 Introduction to Educational Statistics 3 Entrepreneurship and Small-Business ISUC 361 3 Management

RESEARCH COMPONENT ISEC 351 Research Methods in Education 3 ISEG 351 Introduction to Educational Statistics 3 ISEC 450 Long Essay / Project Work 6

PRACTICAL TRAINING, INDUSTRIAL ATTACHMENT, INTERNSHIP, CLINICAL EXPERIENCE, ETC. Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit Play Activities in Early Childhood Education ISEC 153 Teaching - 2 Credits 3 Practicals - 1 Credit Mathematics in Early Years ISEC 154 Teaching - 2 Credits 3 Practicals - 1 Credit Health, Nutrition and Safety in ECE ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 261 Assessment in ECE 3 Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit

152 Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit Music, Movement and Dance ISEC 265 Teaching - 2 Credits 3 Practicals - 1 Credit Literature in ECE ISEC 354 Teaching - 2 Credits 3 Practicals - 1 Credit Language and Literacy Development in ECE ISEC 362 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 363 On-Campus Teaching Practice 3 Educational Technology in ECE ISEC 364 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 451 Practicum: Field Experience 6 Seminar in Early Childhood Education ISEC 464 Teaching - 2 Credits 3 Practicals - 1 Credit

PROGRAMME STRUCTURE B.Ed (EARLY CHILDHOOD EDUCATION)

LEVEL 100 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS ECE CORE COURSES ISEC 151 Development of Education in Ghana 3 ISEC 152 Management of Early Childhood Settings 3 Play Activities in Early Childhood Education ISEC 153 3 Teaching - 2 Credits Practicals - 1 Credit Mathematics in Early Years ISEC 154 3 Teaching - 2 Credits

153 Practicals - 1 Credit GENERAL CORE COURSES ISUC 151 Science and Technology in Our Lives 3 ISUC 153 Logic and Critical Thinking 3 ISUC 161 Arabic Language I 3 T O T A L 21

LEVEL 100 SECOND SEMESTER

COURSE C O U R S E T I T L E CREDIT UNITS CODE ECE CORE COURSES Health, Nutrition and Safety in ECE ISEC 161 3 Teaching - 2 Credits Practicals - 1 Credit Social and Philosophical ISEC 162 3 Foundations in ECE GENERAL CORE COURSES ISUC 152 Academic Writing in English I 3 ISUC 154 Numeracy Skills 3 ISUC 156 Psychology for Everyday Living 3 Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit

ISUC 165 Arabic Language II 3 T O T A L 21

LEVEL 200 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

154 ECE CORE COURSES Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 252 Introduction to Special Education 3 Instructional Material Development and ISEC 253 3 Usage in ECE ISEG 254 Life Skills 3 ISEC 254 Child Growth and Development 3 ISEC 255 Professionalism and EC Educator 3 GENERAL CORE COURSES ISUC 251 Academic Writing in English II 3 T O T A L 21

LEVEL 200 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES ISEC 261 Assessment in ECE 3 Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit Psychology of Learning and Instruction in ISEC 264 3 ECE Music, Movement and Dance ISEC 265 Teaching - 2 Credits 3 Practicals - 1 Credit

GENERAL CORE COURSES

155 ISUC 252 Introduction to African Studies 3 ISRS 264 Islamic Education and Da’wah 3 T O T A L 21

LEVEL 300 FIRST SEMESTER COURSE CREDIT CODE C O U R S E T I T L E UNITS ECE CORE COURSES ISEC 351 Research Methods in Education 3 ISEC 352 Child Rights and Policies 3 ISEC 353 Early Childhood Curriculum and Methods 3 Literature in ECE ISEC 354 Teaching - 2 Credits 3 Practicals - 1 Credit Methods of Teaching in Early Childhood ISEC 355 3 Education

GENERAL CORE COURSES ISEG 351 Introduction to Educational Statistics 3

T O T A L 18

LEVEL 300 SECOND SEMESTER COURSE CREDIT CODE C O U R S E T I T L E UNITS ECE CORE COURSES Gender Issues in Early Childhood ISEC 361 3 Education Language and Literacy Development in ECE ISEC 362 3 Teaching - 2 Credits Practicals - 1 Credit ISEC 363 On-Campus Teaching Practice 3 Educational Technology in ECE ISEC 364 3 Teaching - 2 Credits

156 Practicals - 1 Credit GENERAL CORE COURSES Entrepreneurship and Small-Business ISUC 361 3 Management T O T A L 15 LEVEL 400 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES

ISEC 450 Action Research / Project Work 6

ISEC 451 Practicum: Field Experience 6

T O T A L 12

LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES

ISEC 461 Management and Administration in ECE 3

Introduction to Guidance and ISEC 462 3 Counselling

ISEC 463 Contemporary Issues in ECE 3

Seminar in Early Childhood Education ISEC 464 Teaching - 2 Credits 3 Practicals - 1 Credit

T O T A L 12

TOTAL CREDITS FOR EACH SEMESTER AND EACH YEAR

157 LEVEL SEMESTER 1 SEMESTER 2 TOTAL

100 21 21 42

200 21 21 42

300 18 15 33

400 12 12 24

TOTAL CREDITS 75 66 141

1) Course Description: Provide short description of the content of the courses in the programme to include: a. Objective b. Content c. mode of delivery d. reading material

158 LEVEL 100 FIRST SEMESTER COURSES ISEC 151 Development of Education in Ghana(3 Credits)

Description The course will use a theoretical approach to explain the historical development of education in Ghana. It will examine the role of government and non- governmental bodies in the development and growth of formal education in Ghana. Students will be taken through the social history of education up to the end of the colonial era as well as educational development in the contemporary post-independence era. Specifically, the course will look at the castle school system, missionary education in Ghana, the various ordinances and policies in education, reports of various committees on education reforms in Ghana. This will enable education students to have historical in-depth understanding and appreciation of the concept of education in Ghana. Reading List Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Graham, C. K. (1976). The history of education in Ghana. Tema: Ghana Publishing Corporation. International Labour Organisation [ILO] (2012). Right beginnings: Early childhood education and educators. Report for discussion at the global dialogue forum on conditions of personnel in early childhood education. Geneva: ILO. Mc William, H. O. A., & Kwamena-Poh, M. A. (1975). The development of education in Ghana. London: Longman Group Ltd. Miller, R. (2014). The developmentally appropriate inclusive classroom in early education (2nd ed.). London: Delmar Publishers. ISEC 152 Management of Early Childhood Settings (3 Credits) Description The course provides the scope of decision taking and administrative skill requirements of Administrators and Managers of early childhood settings or centres. Further, it will look at strategies for managing children’s behaviour in the various early childhood settings. Reading List Council of Economic Advisers. (2015). The economics of early childhood Investments. Washington, DC: Executive Office of the President. Retrieved on December 10, 2015, from

159 https://www.whitehouse.gov/sites/default/files/docs/early_childhood_report _update_final_nonembargo.pdf. Decker, C. A., & Decker, J. R. (2001). Planning and administering early childhood programmes. New York, NY: Prentice Hall Naudeau, S. (2011). Investing in young children: An early childhood development guide for policy dialogue and project preparation. Washington, DC: World Bank. Reyes, L. V.,& Baptiste, N. (2005). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Children perspectives and children’s perspectives in theory and practice: International perspectives on early childhood education and development. New York, NY: Springer Dordrecht Heidelberg. ISEC 153 Play Activities in Early Childhood Education (3 Credits) Description Children learn best through play. The course will expose students to types of play, such as parallel, symbolic, associative, dramatization, role and solitary play. Students will be able to identify contributions of childhood play to cognitive development. The course will also examine social and emotional development, and its importance to fine motor and gross motor development of children. Reading List Brewer A. (2007). Early childhood education in AmericaNedham. Allyn and Bacon Briggs et al (2001) Early childhood activities for creative educators. Albany, NY. Thompson Learning Inc. Moyeck, J. (Ed) (1995). Selecting educational equipment and material for school and home. Wheaton, M. D: Association for Childhood Education International Otami, P. S. (2008). Early childhood care and development practices-A teacher’s Journey, Accra, Studio 7 Kat Ltd. Papalia, D. E., Olds, S. W., & Feldman, R. D. (2005). A child's wor McGraw Hill. ISEC 154 Mathematics in Early Years (3 Credits) Description This course is developed based on the following premises: Counting and the use of number are the building blocks for mathematics learning in the preschool years. The knowledge of number and the ability to count properly provide a solid

160 foundation for the learning of mathematics in later years in school. There are various situations in which number is used and there are fundamental principles that guide counting that must be obeyed to make counting meaningful. Recommended Reading Materials Clements, D. H., & Conference Working Group. (2004). Part 1: Major themes and recommendations. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in Mathematics: Standards for early childhood mathematics education (pp. 7-76). Mahwah, NJ: Lawrence Erlbaum. Gould, P. (2012). What number knowledge do children have when starting kindergarten in NSW? Australasian Journal of Early Childhood, 37(3), 105-110. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University. Lee, S. (2012). Toddlers as mathematicians? Australasian Journal of Early Childhood, 37(1), 30-37. Warren, E., Cooper, T., & Miller, J. (2012). Repeating patterns: Strategies to assist young students to generalise the mathematical structure. Australasian Journal of Early Childhood, 37(3), 111-120. ISUC 151 Science and Technology in our Lives (3 Credits) Description

This course examines the influence of science and technology on the socioeconomic and cultural lives of the people. The course will also equip students with knowledge of science and technology to be able to appreciate the future of science and technology in human civilization. Reading List Alsop, S., Bencze L., & Pedretti E. (2005).Analysing exemplary science teaching. Theoretical lenses and a spectrum of possibilities for practice. New York, NY: McGraw-Hill Education Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International. Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. & Wajeman, J. (2007).The handbook of science and technology studies. Boston, MA: The MIT

161 Press. Myers, D. (2005). Surfactant science and technology. New York, NY: John Wiley & Sons. Pettus, A. M., & Blosser, M. E. (2003). Teaching science in the block. New York: Eye on Education Inc. ISUC 153 Logic and Critical Thinking (3 Credits)

Description To introduce students to the basic principles of logical reasoning, critical thinking and some of the necessary features of sound reasoning through a study of both its formal and informal features. In addition, to thinking of logic as the study of entailment, one could think of it as the study of the differences between good and poor reasoning, particularly as these are exemplified in arguments. Recommended Reading Materials Brooke, N. M. & Parker, R. (2001).Critical thinking (6th ed.). New York, NY: McGraw-Hill Layman, C. S. (2002). The power of logic (2nd ed.). New York, NY: McGraw – Hill Moore, B. N., Parker, R., & Rosenstand, N. (2011).Critical thinking. New York, NY: McGraw-Hill. Salmon, M. (2012). Introduction to logic and critical thinking. Boston MA: Cengage Learning Warburton, N. (2000). Thinking from A to Z (2nd ed.). New York, NY: Routledge Rowman & Littlefield Publishers, Inc. (2008). The Rowman & Littlefield Handbook for critical thinking. Lanham, MD: Rowman & Littlefield Publishers, Inc. ISUC 161 Arabic Language I Description This course aims to introduce students to the fundamentals of the Arabic Language. This course focuses on general structures and functions and includes practice in the four skills (speaking, listening, reading and writing). Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C.: Georgetown University Press. Rouchdy, A. [Ed.]. (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press.

162 Wahba, K. M., Taha, Z. A., & England, L. [Eds.]. (2014). Handbook for Arabic language teaching professionals in the 21st century.. London: Routledge. Wright, W., & Caspari, C. P. (2011).A grammar of the Arabic language. New York, NY: Cosimo Inc.

LEVEL 100 SECOND SEMESTER COURSES

ISEC 161 Health, Nutrition and Safety in ECE (3 Credits) Description The course exposes students to the role of diet in maintaining health and disease prevention as well as treatment. Communication with health professional and parents on health, safety, and nutrition issues will be examined.

Recommended Reading Materials O’Neill, S., Urlichs, M., Fleer, M., Agbenyega, J., & Ozanne-Smith, J. (2013). A cultural- historical construction of safety education programs for preschool children: Findings from See More Safety, the pilot study. Australasian Journal of Early Childhood, 38(2), 74-84. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation (2nd ed.). London: Routledge, Taylor and Francis Group. American Academy of Paediatrics, American Public Health Association, & National Resource Centre for Health and Safety in Child Care (2003). Stepping stones to using “Caring for Our Children.” 2nd ed. Elk Grove Village, IL: Authors. American Academy of Paediatrics, American Public Health Association, & National Resource Centre for Health and Safety in Child Care (2002).Caring for our children: National health and safety performance standards—Guidelines for out-of-home care. 2nd ed. Elk Grove Village, IL: Authors. Online: http://nrc.uchsc.edu ISEC 162 Social and Philosophical Foundations in ECE (3 Credits) Description The course is in two parts. The first part deals with the social functions of

163 education while the second part deals with Western and African philosophical ideas that underpin the aims, content, methods and organisation of education in Ghana. By integrating history, philosophy, politics, the social, and culture perspectives on schooling, it is hoped that students will develop complicated and nuanced analyses of current situations, and thereby be able to generate and imagine innovative responses. Reading List Chen, J. Y. (2014). Introduction to education. Taipei: Wu-Nan Culture Enterprise. Buckreis, S. (2012). Education as a journey. Exploring the third space of Hongyu Wang’s The Call From the Stranger on a Journey Home. Journal of Curriculum Theorizing, 28(1), 272-279. Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York: Pademelon Press. Ornstein, A. C., & Levine, D. E. (2006). Foundations of education (9thed.). Boston: Houghton, Mifflin Company.

ISUC 152 Academic Writing in English I (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays. Reading List Aaron, J. E., & Bander, E. (2012). The little, brown essential handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.). Boston: McGraw Hill. Horkoff, T. (2015). Writing for success. New York: BC Campus Press.

164 Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press. Langan, J. (2005). College writing skills with readings (6th ed.). Boston MA: McGraw Hill. Reid, S. (2006). The prentice hall guide for college writers (7thed.). Upper Saddle River, NJ: Pearson Prentice Hall

ISUC 154 Numeracy Skills (3 Credits) Description The course is designed for the learner to develop his/her everyday numeracy skills. It is also to expose him/her to the processes of collecting data and handling it. Reading List Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning Gal, I. (Ed.). (2000). Adult numeracy development: Theory, research, practice. Cresskill, NJ: Hampton press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York, NY: Routledge. Uri, A. (2008). Numerical methods for evolutionary differential equations. London: Society for Industrial and Applied Mathematics (SIAM). Whatman, J., Potter, H., & Boyd, S. (2011). Literacy, language and numeracy: Connecting research to practice in the tertiary sector. Wellington, New Zealand: Ako Aotearoa.

ISUC 156 Psychology for Everyday Living (3 Credits) Description The course employs psychological principles, theories, and research findings in an attempt to explain and understand matters of everyday life. In relation to everyday life, this course will demonstrate some of the ways in which psychology can be of use to student in their personal and professional lives. Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge Baron, R. A. & Branscombe, N.R. (2012).Social psychology. Boston, MA: Pearson Ochs, E., & Capps, L. (2009). Living narrative: Creating lies in everyday storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for life and work. Oakbrook Terrace, IL: Devry University Press

165 Wolfolk, A. (2010). Educational psychology. Boston, MA: Pearson

ISUC 164 Introduction to Information, Communication and Technology (3 Credits) Description In this course, emphasis will be laid on practical hands-on experience. Students will be exposed to the theory, tools and use of information and communication technology. Reading List Archard, S. (2013). Democracy in early childhood education: How information and Communication technology contributes to democratic pedagogy and practices. Early Childhood Folio, 17(2), 27-32. McDonald, S., & Howell, J. (2012). Creative technologies as a conduit for learning in the early years. Australasian Journal of Early Childhood, 37(1), 136-141. Wills, V. (2012). That’s me on the net!’: Children with special rights and ICT. Early Education, 51, 7-11. Hesterman, S. (2011). Multiliterate Star Warians: The force of popular culture and ICT in early learning. Australasian Journal of Early Childhood, 36(4), 86–95. Parsons, Jamrich, J. & Oja, D. (1999). Computer Concepts. Cambridge, MA: Course Technology. SUC 165 Arabic Language II Description This course aims to build on students’ knowledge of the fundamentals of the Arabic Language. It focuses on general structures and functions and includes practice in the four skills (speaking, listening, reading and writing). Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C.: Georgetown University Press. Rouchdy, A. [Ed.]. (2013). Language contact and language conflict in Arabic. New York, NY: Routledge.

166 Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. [Eds.]. (2014). Handbook for Arabic language teaching professionals in the 21st century.. London: Routledge. Wright, W., & Caspari, C. P. (2011).A grammar of the Arabic language. New York, NY: Cosimo Inc. LEVEL 200 FIRST SEMESTER COURSES ISEC 251 Science Activities in Early Childhood Education (3 Credits) Description The pre-school child’s life-his interactions with nature, nutrition, growth and development – has to do with science. Also the cognitive processes that children apply in their everyday engagement with science activities will be explained to arouse students’ interest in studying the creative development of their children. These science activities and experiments for pre-schoolers give young minds the skills they need to seek answers and view the world scientifically. Students will be expected to engage in demonstrations of various kinds. Reading List Lucas, P., & Schofield, G. (2010). Physical activity in the early childhood education centre environment. New Zealand Research in Early Childhood Education, 13, 125-136. Landry, C. E., & Forman, G. E. (1999). Research in early science education. Lind, K. K. (1998). Science in early childhood: Developing and acquiring fundamental concepts and skills. Phillips, D. A., & Shonkoff, J. P. (Eds.). (2000). From Neurons to neighborhoods: The science of early childhood development. National Academies Press. Pettus, A. M., & Blosser, M. E. (2003). Teaching science in the block. New York: Eye on Education Inc. I5EC 252 Introduction to Special Education (3 Credits)

Description The course will prepare the student teacher to accept children with handicapping conditions and to use the knowledge about such handicapped

167 children to improve teaching and learning. It covers all types of exceptionalities. Reading List Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31. Oakley, G., Howitt, C., Garwood, R., & Durack, A. (2013). Becoming multimodal authors: Pre-service teachers’ interventions to support young children with autism. Australasian Journal of Early Childhood, 38(3), 86-96. Snell, M. E., &Brown, F. (2011). Instruction of Students with Severe Disabilities (7thed). Upper Saddle River, NJ: Pearson Pearson Hong, S. J., & Kemp, C. (2007). Teaching sight word recognition to pre-schoolers with delays using activity-based intervention and didactic instruction: A comparison study. Australasian Journal of Special Education, 31(2), 89- 107. Chane, P. (2001). Learning and behaviour. New York: Brooks/Cole. ISEC 253 Instructional Material Development and Usage in Early Childhood Education (3 Credits) Description This course is designed to teach the methods and proper use of materials for presenting creative learning experiences to young children in the areas of literacy, creative arts, music, movement, numeracy, science, environmental studies, and outdoor activities. The course will empower the students on the usage of instructional materials developed and their maintenance for durability and sustainability. Reading List Alder, H., (1997) Train your brain: The Ultimate 21 day, University mental skills programme for peak performance London, Judy Piatkus publishers Ltd. Anderson, J. (1999) The theory of early childhood education, Chicago: University of Chicago Press Brewer, J. A. (2007) Introduction to early childhood education: Preschool through Primary Grades, USA, Pearson Education Inc. Jaupaul, L., Roopnarine, J. E., & Johnson, (2007) Approaches to early

168 childhood education , London, Library of Congress Santrock, J. W. (2013). Children. New York: McGraw Hill. ISEC 254 Child Growth and Development (3 credits) Description Students will learn the basic research concepts and the current research findings on factors contributing to child development. Emphasis is placed on development through the stages of a child’s life in the areas of physical, emotional, social, intellectual, and moral development as explained by the theories of Piaget, Vygotsky, Skinner etc. The course will also highlight the factors that affect the child’s growth such as environmental, genetic, social and cultural. Reading List Berk, L. (2012). Infants, children and adolescents (7th ed.). Boston, MA: Allyn and Becon. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Children perspectives and children’s perspectives in theory and practice: International perspectives on early childhood education and development. New York, NY: Springer Dordrecht Heidelberg. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Espinoza, L. M. (2008). Challenging common myths about young English language learners. Foundation for Child Development Policy Brief 8. Available from http://fcd- us.org/sites/diffault/files/MythsofteachingELLsEspinoza.pdf Brierley, J. (2004). Give me a child until he is seven: Brain studies and early childhood education (2nd ed.). New York, NY: Routledge Falmer, Taylor and Francis Group ISEC 255 Professionalism and the Educator (3 Credits) Description Professional ethical competency must be a conscious part of all work in the school as a whole, and especially at the Early Childhood Centre of Kindergarten. In this course issues regarding the explanation of group choices, priorities and actions towards children, parents and colleagues will be examined. Since it is believed that teaching children requires more than just having knowledge of specified subject matter and skills, student teachers will be encouraged to develop and nurture personal character and outlook.

169 Reading List Mindes, G., & Morrison, G. (2014). Common core state standards and excellence in early childhood education for all children. Presentation at the NAEYC Annual Conference, in Washington, DC. Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (2013). Developmentally appropriate practice: Focus on pre-schoolers. Washington, DC: NAEYC. Feeney, S., & Freeman, N. K., & Pizzolongo, P. J. (2012). Ethics and the early childhood educator: Using the NAEYC code (2nd ed.). Washington, DC: NAEYC. Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113-127. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC. ISEG 254 Life Skills (3 Credits) Description The course is designed to provide a broad and balanced approach to meet individual student needs within the context of the transition-planning process. Reading List Hendricks, P. (1998). Targeting life skills model. Retrieved on November 16, 2002 from http://www.extension.iastate.edu/4h/lifeskills/previewwheel.html McKinley, S. (2006). Positive youth development and life skill development. Retrieved on December 18, 2007, from: http://www.four-h.purdue.edu/volunteer/index.html

Liddell, L. A., & Gentzeler, Y. S. (2008). Building life skills, (6th Ed.). Tinley Park, Canada: Goodheart-Wilcox Publisher.

Yelland, N. (2010). Contemporary perspective on early childhood education. Berkshire, UK: McGraw Hill. Yelland, N. (2010). Critical issues on early childhood education. Berkshire, UK: McGraw Hill.

170 ISUC 251 Academic Writing in English II (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. It is the continuation of the Academic Writing in English II discussed earlier. Topics include process writing which involves: pre-drafting, drafting, re-writing and revising; grammar through proof reading and editing activities; writing from multiple sources as preparation for doing research-based writing; skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay; and introduction to academic presentation skills. Reading List Aaron, J. E., & Bander, E. (2012). The little, brown essential handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.) Boston: McGraw Hill. Gborsong, P. A. (2002). A comprehensive guide to communicative skills. Cape Coast, Ghana: University of Cape Coast. Horkoff, T. (2015). Writing for success. New York: BC Campus Press. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press.

LEVEL 200 SECOND SEMESTER COURSES ISEC 261 Assessment in Early Childhood Education (3 Credits) Description This course provides the early childhood professional with skills for conducting and using assessment practices and strategies to improve student learning. Special emphasis will be placed on authentic assessment practices, standardised tests, and developmental screenings. The theoretical framework related to assessment in early childhood will be explored. The skills needed for designing and using appropriate assessment tools, using assessment to guide children learning and the principles behind these activities will be discussed. Reading List Liu, M. C. (2013). The Assessment of student learning outcomes and using Rubrics

171 rating scale. Evaluation Bimonthly, 48, 54-56. Worthan, S. C. (2008). Assessment in Early Childhood Education (5thed.). Upper Saddle River, NJ: Pearson Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. New York, NY: The Guilford Press. Kagan, S., Scott-Little, C., & Clifford, R. (2003). Assessing young children: What policymakers need to know and do? Hemmeter, M., Joseph, G., Smith, B., &Sandall, S. (Eds.). (2001). Developmentally Appropriate practice in early childhood programs. ISEC 262 Family and Community Collaboration in ECE (3 Credits) Description Emphasis is placed on the psychological and legal rationale for the collaboration between family and community. In addition, the necessary structures and arrangements that ought to be put in place to make the system effective to the benefit of children will be highlighted. Reading List Meade, A. (2012). Centre–parent communication about children’s learning. Early Childhood Folio, 16(2), 38-43. Stonehouse, A. (2012). Collaboration with families: Not a problem! Every Child, 18(1), 28–29. Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the National Quality Standard. Sydney, NSW: ACECQA. Department of Employment, Education and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. Gillborn, D., & Youdell, D. (2002). Rationing Education: policy, practice, reform, and equity. Buckingham: Open University Press.

172 ISEC 263 Arts and Creativity in ECE (3 Credits) Description The course is focused on the exposition of holistic nature of kindergarten teaching which involves the use of artistic expressions. These expressions would enhance the learning of academic and cognitive skills such as songs in language or mathematical learning. Reading List Beresin, A. (2014).The art of play: Recess and the practice of invention. Philadelphia, PA: Temple University Press Brown, S. (2010). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Avery Mwaura, P., & Mohamed, B. T. (2008). Madrasa early childhood development programme: Making a difference. In M. Garcia, A. Pence, & J. Evans (Eds.), Africa’s future, Africa’s challenge: Early childhood care and development in sub-Saharan Africa(pp. 23-78). Washington, DC: World Bank. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University ISEC 264 Psychology of Learning and Instruction in Early Childhood Education (3credits) Description To introduce students to the principles of learning and behaviour by surveying relevant theoretical and empirical approaches within psychology. Reading List Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education. Kaplan, M. R., & Saccuzzo, P. D. (2009). Psychological testing: Principles, applications and

th issues(7 ed.). New York, NY: Wadsworth, Cengage Learning. Bush, L. (2009). Teaching our youngest: A guide for preschool teachers and child care and family providers. New York: Early Childhood-Head Start Task Force.

173 Brierley, J. (2004). Give me a child until he is seven: Brain studies and early childhood education (2nd ed.). New York, NY: Routledge Falmer, Taylor and Francis Group. Agbor-Baiyee, M. (1997). A cyclical model of student career motivation. College Student Journal, 31, 467 – 472.

ISEC 265 Music, Movement and Dance (3 Credits) Description By assisting the student teacher to enjoy the beauty of music and drama, the course will prepare them to develop the appropriate skills of listening and observing artistic presentations of their younger students in the classroom. Reading List Beresin, A. (2014). The art of play: Recess and the practice of invention. Philadelphia, PA: Temple University Press. Loveland, E. (2013). Creative Colleges: A Guide for Student actors, Artists, Dancers, Musicians and Writers. (4th ed.). Supercollege, Llc. Kirova, A. (2013). Children’s representations of cultural scripts in play. In V. Pacini-Ketchabaw, & L. Prochner (Eds.), Re-situating Canadian early childhood education (pp. 146-171). New York, NY: Peter Lang. Hennig, K., &Kirova, A. (2012). The role of cultural artefacts in play as tools to mediate learning in an intercultural preschool programme. Contemporary Issues in Early Childhood, 13(3), 226-241. Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113-127.

174 ISUC 252 Introduction to African Studies (3 Credits)

Description

The course is designed to introduce students to African history, archaeology, architecture, philosophy, political science and sociology.

Reading List Ehret, C. (2002). The civilizations of Africa. Charlottsville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An anthropological critique of development: The growth of ignorance. New York, NY: Routledge. Kingsley, M. (2013). West African studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male support for gender equality. Accra: Ghana Universities Press Newell, S. (2002). Literary culture in colonial Ghana: ‘How to play the game of life'. Manchester: Manchester University Press. Thompson, A. (2010). An introduction to African politics. London: Routledge.

ISRS 264 Islamic Education and Da’wah (3 Credits) Description This course focuses on the meaning and definition of Islamic Education and Da’wah. It also discusses the bases of Islamic Education and Da’wah, the sources of Islamic education and Da’wah, as well as important themes in the study of Islamic Education and Da’wah. The course also investigates the causes of the rise and decline of Islamic science, arts, medicine, philosophy, architecture, etc. It further discusses fundamental issues in Islam such as Islam’s relations with non-Muslims, Islam and Women, Revival of Islamic Culture in contemporary world, Islam’s challenge to capitalism, communism and secularism, Islam and Globalization, and which Da’wah method could be used

175 to address such issues. Reading List Harrigan, J. & El-Said, H. (2009). Economic liberalisation, social capital and Islamic welfare provision. London: Palgrave. Hartung, J. P., & Reifeld, H. (Eds.). (2005). Islamic education, diversity and national identity: DiniMadaris in India post 9/11. New Delhi: SAGE Publications India. Hefner, R. W., & Zaman, M. Q. (2007). Schooling Islam: the culture and politics of modern Muslim education. Princeton, NJ: Princeton University Press. Nadwi, A. H. A. (1996). Inviting to the Way of Allah. London: Taha Publications Limited and UK Islamic Academy.

LEVEL 300 FIRST SEMESTER COURSES ISEC 351 Research Methods in Education (3 Credits) Description The course focuses on the research process, designs, instrumentation in research and report writing. The techniques of reviewing literature, citation of works and referencing strategies will be highlighted. Reading List Yin, K. R. (2011). Qualitative research from start to finish. New York, NY: The Guilford Press. Ary, D., Jacobs, L. C., Sorenses, C. & Razavieh, A. (2010). Introduction to research in education. (8th ed.) Wadsworth: Cengage Learning. Awanta, E. K. &Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York, NY: RoutledgeFalmer. Berg, B. L. (2001). Qualitative research methods for the social sciences. (4th ed.). U.S.A: Allyn and Bacon. Creswell, J. W. (1994). Research design: Qualitative and quantitative

176 approaches. California, Thousand Oaks: Sage Publications.

ISEC 352 Child Rights and Policies (3 Credits) Description In this course the students will be made to understand practice approaches to intervening in child welfare in an evidence-based approach. In particular, the course will focus on socio-economic forces, political influences, institutional conflict and contradictions, diversity of families, struggles with social and legal definitions of appropriate families role and relationships. It will also focus on childhood, child welfare and education programme and practice and advocating for children’s rights. Reading List Te One, S. (2010a). ‘You’re allowed to play’: Children’s rights at play centre. NZ Research in Early Childhood Education,13, 5-16. Te One, S. (2010b). Advocating for infants’ rights in early childhood education. Early Childhood Folio, 14(1), 13-17. Coulborn-Faller, K. (2003). Understanding and assessing child sexual maltreatment. (2nd ed). Thousand Oaks, CA: Sage Publications. Coyell, K, & Howe, R. B. (2001). The challenge of children’s rights for Canada. Waterloo: Wilfred Laurier Press Corby, B. (2000). Child abuse: Towards a knowledge base. Buckingham: Open University Press Dubowitz, H. (1999). Neglected children research practice and policy. Thousand Oaks, CA: Sage Publications

177 ISEC 353 Early Childhood Curriculum and Methods (3 Credits) Description The thematic approach to curriculum and instruction will be examined and issues on developmental milestones and diversity and their influence on curriculum and instruction will be explored. The course also emphasizes planning, organizing, implementing, and evaluating programs for young children Reading List Edwards, S., & Cutter-Mackenzie, A. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood, 36(1), 51-59. Reynolds, E., Kidd, E., & Stagnitti, K. (2011). Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas. Australasian Journal of Early Childhood, 36(4), 120-130.

Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and administering early childhood programmes, (9th ed.) Upper Saddle River, NJ: Pearson. Posner, G. J. & Rudnitsyi, A. N. (2001). Course Design. A guide to curriculum development for teachers (6th edition). London: Longman. Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd.

ISEC 354 Literature in Early Childhood Education (3 Credits) Description The focus of this course is on oral language usage, production of clear speech and the use of good grammatical expressions. Reading will be given a special place with emphasis on fluency and effective voice modulation such as variations in pitch and tone for the purpose of enabling early childhood professionals read stories to children. Conversations will also be used in this course with the intention of building students’ stock of vocabulary.

178 Reading List Espinoza, L. M. (2008). Challenging common myths about young English language learners. Foundation for Child Development Policy Brief. Available from http://fcd-us.org/sites/ diffault/files/MythsofteachingELLsEspinoza.pdf Gunning, T. G. (2000). Creating literacy instruction for all children. London: Allyn and Bacon. Norton, D. E. (1997). The effective teaching of language arts. New York, NY: Prentice Hall. UNESCO. (2013). Emergent literacy in early childhood education. New York, NY: The Golda Meir Mount Carmel International Training Center. Wiener, R. B., & Cohen, J. H. (1997). Literacy portfolios using assessment to guide instruction. New York, NY: Prentice Hall. Machado, J. M. (2010). Early childhood experiences in language and arts: Early Literacy. New York: Cengage Learning. ISEC 355 Methods of Teaching in ECE (3 Credits) Description Survey of various methods of teaching in all the levels of the Ghanaian educational system will be examined. Emphases will be placed on curriculum development in the various subject areas while students will be expected to demonstrate their teaching skills through micro teaching (on-campus teaching). Reading List Baird, K. (2013). Exploring a methodology with young children: Reflections on using the Mosaic and Ecocultural approaches. Australasian Journal of Early Childhood, 38(1), 35-40. Wainman, B., Johansson, E., Boulton-Lewis, G., Walker, S., Brownlee, J., Cobb, C., & Whiteford, C. (2012). Young children’s beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion. Australasian Journal of EarlyChildhood, 37(3), 137-146. Edwards, S., & Cutter-Mackenzie, A. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of

179 Early Childhood, 36(1), 51-59. Education and the Public Interest Centre and Education Policy Research Unit (2008). Preschool education and its lasting effects: Research and policy implications. Boulder, Colorado: EPICEPRU. Birbeck, D. J., & Drummond, M. (2007). Research with young children: Contemplating methods and ethics. Journal of Educational Enquiry, 7(2), 21-31.

ISEG 351 Introduction to Educational Statistics (3 Credits) Description This course is designed to introduce students to the concept of statistics as applied in social sciences, particularly in education. Reading List Batanero, C., Burrill, G., & Reading, C. (2011). Teaching statistics in school mathematics: Challenges for teaching and teacher education. New York: Springer. Coladarci, T., Cobb, D. C., Minium, E. W., & Clarke, R. B. (2011). Fundamentals of statistical reasoning in education. (3rd ed.). New York: John Wiley & Sons, Inc. Smeyers, P., & Depaepe, M., (2010). Educational research: The ethics and aesthetics of statistics. New York: Springer. Ary, D., Jacobs, L. C., Sorenses, C. & Razavieh, A. (2010). Introduction to Research in Education. (8th ed.) Wadsworth: Cengage Learning. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York, NY: RoutledgeFalmer.

180 LEVEL 300 SECOND SEMESTER ISEC 361 Gender Issues in Early Childhood Education (3 Credits)

Description

This course explores how and why gender identity develops and ways in which gender stereotyping can negatively impact a child's psychological, emotional and social development. Students will identify the means by which children develop gender identity and the relevance of brain development in relation to gender stereotypes. Students will learn about recommended strategies for promoting gender equality and equal opportunity in the classroom for boys and girls. The course will empower early childhood educators to provide education that helps both boys and girls succeed in school and beyond. Students will explore why gender responsiveness is important in early childhood education. Reading List Blumberg, R.L. (2008). The invisible obstacle toeducational equality: Gender bias in textbooks.Prospects, 38(3): 345–361. Care, E., Denas, J., & Brown, R. (2007). The realismand sex type of four- to five-year-old children’soccupational aspirations. Journal of Early ChildhoodResearch, 5(2), 155-168. Chick, K., Heilman-Houser, R., & Hunter, M.(2002). The impact of child care on gender roledevelopment and gender stereotypes. EarlyChildhood Education Journal, 29(3), 149-54. Small, S. (2003). Gender learning in early childhood.In C. Copple (ed.), A world of difference,(pp. 114-115). Washington DC: National Association for the Education of Young Children. Thorne, B. (1993). Gender play: Boys and girls in school. New Brunswick, NJ: Rutgers University Press. ISEC 362 Language and Literacy Development in ECE (3 Credits)

181 Description The course will expose students to the importance of literacy development to cognitive and other aspects of the development. The various influences on literacy learning and their implications for the enhancement of literacy will be examined.

Reading List UNESCO (2013). Emergent literacy in early childhood education. New York, NY: The Golda Meir Mount Carmel International Training Centre Reynolds, E., Kidd, E., & Stagnitti, K. (2011). Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas. Australasian Journal of Early Childhood, 36(4), 120-130. Owens, R. (2001). Language development: An introduction. (5th ed.). Boston, Mass: Allyn And Bacon. Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. (2nd ed.). Baltimore: Paul H. Brookes Publishing Co. ISEC 363 On-Campus Teaching Practice (3 Credits) Description Focus in the course will be on the specific teaching skills and practices which include questioning techniques, use of the marker board and other audio-visual resources, systematic presentation, and lesson closure. Also opportunities are provided for students to observe good models of teaching through video presentations of specific teaching techniques.

Reading List Cruickshank, D. Baird, K. (2013). Exploring a methodology with young children: Reflections on using the Mosaic and Eco cultural approaches. Australasian Journal of

182 Early Childhood, 38(1), 35-40. Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor Development. High Educ. 55: 735–52. Arends, R. I. (2012). Learning to teach. New York: McGraw Hill. McAteer, M., Hallett, L., Murtagh, L., & Turnbull, G. (2010). Achieving your masters in teaching and learning. Exeter, UK: Learning Matters Ltd. Kochhar, S. K. (2012). Methods and techniques of teaching. New Delhi: Sterling Publishers. ISEC 364 Educational Technology in ECE (3 Credits)

Description The course focuses on providing students with access to instructional technology—including classroom hardware, handheld and lab-based devices with ECE software and applications, and Web-based resources—together with adequate training to ensure its effective use. Reading List Archard, S. (2013). Democracy in early childhood education: How information and Communication technology contributes to democratic pedagogy and practices. Early Childhood Folio, 17(2), 27-32. Dick, T. P., &Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to Support reasoning and sense making. Reston, VA: NCTM. Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced Mathematical learning—from collaboration to performance. ZDM, 42(1), 91–104. Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by Mathematics analysis software. International Journal of Computers for Mathematical Learning. 15(1), 1–20.

183 LEVEL 400 FIRST SEMESTER COURSES

ISEC 450 Action Research/Project Work (6 Credits) Description Students will be expected to topical problems during their Practicum experience will be expected to do an independent research work under the supervision of an assigned lecturer. In addition, students will be required to exhibit high level of competency in the application of what they learnt in the research methods course. Topics for the project work should be relevant to current issues in education. Reading List Ary, D., Jacobs, L. C., Sorenses, C. &Razavieh, A. (2010). Introduction to research in education. (8th ed.) Wadsworth: Cengage Learning. Awanta, E. K. & Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Berg, B. L. (2001). Qualitative research methods for the social sciences. (4th ed.). New York: Allyn and Bacon. Elton-Chalcraft, S., Hansen, A., & Twiselton, S. (2008). Doing class room research: A step by step guide for students and teachers. Berkshire, UK: McGraw Hill. Yin, K. R. (2011). Qualitative research from start to finish. New York: The Guilford Press. ISEC 451 Practicum: Field Experience (6 Credits) This is an experience in which the student spends the whole of the first semester of the 4th year in a basic school setting. The student then teaches assigned classes and subjects under the guidance of school-based mentors. The student is expected to demonstrate the principles underlying effective pedagogy. Supervisors will visit the schools regularly to monitor the student’s progress and offer counselling and professional support.

184 LEVEL 400 SECOND SEMESTER COURSES ISEC 461 Management and Administration in ECE (3 Credits) Description The meaning and scope of Educational Management and Administration will be examined. Also the various theories of administration as it applies to the educational industry will be examined while the need for effective educational management will be thoroughly examined. The role of the various stakeholders of education in the Management and Administration of Education in Ghana will be discussed. Specifically, various types of leadership styles as being practised in our schools will feature prominently in the discussion. Reading List Agezo, C., & Baafi-Frimpong, S. (2014). Basic school administration and supervision. Cape Coast. University Printing Press. Baafi-Frimpong, S. (2013). Supervision and administration of basic schools. Cape Coast. University of Cape Coast Press Agyenim-Boateng, E. O., Atta, E. T. &Baafi-Frimpong, S. (2009). Educational management an administration. Cape Coast: YACI Publications. Decker, C. A., & Decker, J. R. (2001). Planning and Administering early childhood programmes. New York, NY: Prentice Hall. ISEC 462 Introduction to Guidance and Counselling (3 Credits) Description The course looks at the basic guidance issues like definition, meanings, goals/purpose and the history of Guidance and Counselling as well as the stages of counselling. Reading List Urombo, K. (2015). Ethics in counselling (Module CD 119). Harare: Zimbabwe Open

185 University. Murdock, N. L. (2014). Theories of counselling and psychotherapy: A case approach. New York, NY: Merrill Prentice Hall. Tan, E. (2014). Counselling in schools: Theories, processes and techniques (2nded.). New York, NY: McGraw-Hill Education. Myrick, D. R. (2014). Developmental guidance and counselling: A Practical approach(6th ed.). Minneapolis, MN: Educational Media Corporation. Sharf, S. R. (2014). Theories of psychotherapy and counselling: Concepts and cases (7thed.). New York, NY: Brooks/Cole, Thompson Learning Inc. Parrot, L. (2013). Counselling and psychotherapy(4thed.). New York, New York: Brooks/Cole, Thompson Learning Inc. ISEC 463 Contemporary Issues in ECE (3 Credits) Description In this course the students will be guided to critically examine contemporary issues that are likely to influence ECD in the Ghanaian Community; such as HIV/AIDS, Cost are likely to influence ECD in the Ghanaian Community, etc. The course will also facilitate offerings of special topics related to ECD on regular basis. Reading List Mindes, G., & Morrison, G. (2014). Common core state standards and excellence in early childhood education for all children. Presentation at the NAEYC Annual Conference, in Washington, DC. Bjartveit, C., & Panayotidis, E. L. (2014). Pointing to Shaun Tan’s The Arrival and re-imagining visual poetics in research. Contemporary Issues in Early Childhood Education,15(3), 245-261. Feeney, S., & Freeman, N. K., & Pizzolongo, P. J. (2012). Ethics and the early childhood educator:

186 Using the NAEYC code (2nd ed.). Washington, DC: NAEYC. University Myers, C., & Kroeger, J. (2011). Scribbling away the ghosts: A Bakhtinian interpretation of preschool writers and the disruption of developmental discourses. Contemporary Issues in Early Childhood, 12(4), 297-309. Garcia, M., Penece, A. & Evans, J. L. (2008). Africa’s challenge: Early childhood care and develpoment in sub-saharan Africa. USA: The World Bank GNAT/BULP/GNCC. ISEC 464 Seminar in Early Childhood Education(3 Credits) Description This course will involve individual and panel presentations and discussions on current issues, theoretical and research information on early childhood education. It is intended to provide a platform for a discussion of issues of national, international as well as advocacy interest with respect to early childhood education. Reading List Education International [EI] (2010). Early childhood education: A global scenario. Brussels: EI. Hein, C., & Cassirer, N. (2010). Workplace solutions for childcare. Geneva: ILO. Billings, L. & Fitzgerald, J. (2002). Dialogic discussion and the Paideia seminar. AmericanEducational Research Journal, 1(1), 81-89. DOI 10.1016/j.lcsi.2012.03.001. Tiberius, R., & Silver, I. (2001). Guidelines for Conducting Workshops and Seminars That Actively Engage Participants. ©Department of Psychiatry, University of Toronto Retrieved on November 18, 2005 from http://www.hsc.wvu.edu/aap/aap-car/faculty-development/teaching Assessment of Students by CA and Final Exams The weighting for Continuous Assessment and the End-of-Semester Examination will be as follows: Continuous Assessment (CA) – 40%; End –of- Semester Examination – 60%. The pass mark for a course will be 50%. A student must obtain a pass (50%) in both the CA and End–of-Semester Examination (including practical activities, evidence of creativity, class assignments, quizzes, seminars and end of semester) to pass a course. End –of-Semester Examinations may consist of the following: case study questions, multiple-choice questions, supply test and essay type questions or a combination of them.

187 Grading System Since the B.Ed and Diploma - ECE programmes in the Department of Education and Psychology of IUCG are affiliated to the University of Education, Winneba (UEW) the grading system in the Department shall be that of UEW.

LETTER PERCENTAGE GRADE INTERPRETATION GRADE MARK POINT A 80 – 100 4.00 Outstanding B+ 75 – 79 3.50 Very Good B 70 - 74 3.00 Good C+ 65 – 69 2.50 Fairly Good C 60 – 64 2.00 Average D+ 55 – 59 1.50 Below Average D 50 - 54 1.00 Marginal Pass E* 45 - 49 0.50 Unsatisfactory F 0 – 44 0 Fail

*E may be accepted as a Pass for fulfilling pre-requisite for another course.

Other Grades LETTER INTERPRETATION GRADE

P Pass (with percentage mark of 50 to 100)

X Fail [Incomplete WITHOUTGOOD reason]

Disqualification Z [Examination malpractice or offence] IC Incomplete [WITH GOOD reason]

FA Fail [resulting from Inadequate Class Attendance]

W Withheld

Y Continuing

AUDI Audit [Audited course; no exam]

188 iv. Definition of Grades Pass grades from the highest to the lowest shall be A, B+, B, C+, C, D+, D, and P.

Fail grades shall be E, F, FA, X and Z. However, grade E may be accepted as a pass for fulfilling a pre-requisite for another course.

Grade IC (for Incomplete) shall be awarded to a student who is unable to complete a course (including failure to take the final examination in that course) for reason(s) adjudged by the Board of Examiners to be GOOD or satisfactory. A course with Grade IC shall not count in the computation of the various grade point averages such as GPA, CGPA and FGPA. A student with Grade IC shall be expected to complete the course the very next time the course is available. Otherwise, Grade F [or X] shall be awarded and shall count in the computation of the various grade point averages Grade X (for Fail) shall be awarded to a student who is unable to complete a course for reason(s) adjudged by the Board of Examiners as NOT GOOD or unsatisfactory. Grade Z (for Disqualification) shall be awarded to a student who is found to have engaged in an examination malpractice or offence, including an attempt to gain unfair advantage in any examination paper or Project Work or Long Essay. A candidate awarded a grade Z may be debarred from taking a University examination for a stated period or indefinitely, or may be expelled from the University altogether. The Grade Z may be awarded only by the Board of Examiners. Grade P (for Pass) shall be awarded to a student who has passed a University- required or Faculty-required course (e.g., ISUC 361 Entrepreneurship and Small Business Management) for which no credit has been assigned. P- graded courses are taught courses, usually of 2-hour or 3-hour duration per week in a semester. For Grade P, the student must have obtained a percentage mark of 50 and above, otherwise Grade F shall be awarded. A student with a failing grade (Grade F) in a P-graded course shall not graduate until the course is passed with a Grade P. Grade W (for withheld) shall be entered for the actual grades of a student who has (i) not settled his/her fees, or (ii) has failed to return library books borrowed. The actual grades of Withheld results shall only be released upon the payment (or agreed arrangement for payment) of the fee arrears or replacement of the library book(s). Immediately after the release of the results, the actual grades of the Withheld results shall be taken into account in the computation of the various grade point averages. Grade FA (for Failing due to Inadequate Attendance) shall be given to a student who is absent for a cumulative period of 21 days or 25% from all lectures, tutorials, practicals, seminar or other academic activities for any course in any one Semester. Such a student shall be deemed to have withdrawn from

189 the course, and shall not be permitted to sit the examination for that Semester. Grade FA shall supersede any result, whether or not the student took the relevant examination. The Grade FA may be awarded only by the Board of Examiners. Grade Y (for Continuing) shall be awarded at the end of a Semester to any student who is taking a course which continues into the next Semester; for example, the 6-credit 2-semester course Long Essay should be graded Y (with no grade point) at the end of the First Semester. Grade AUDI (for AUDIT) shall be awarded to a student for attendance at lectures but where no examination is taken, or where an examination is taken but no marks can be returned for good reasons. For official recognition of any course as audited course, the student must have obtained the permission of the Head of Department and paid the appropriate auditing fee. The Grade AUDI is not taken into account in the calculation of the various grade point averages. v. Computation of various Grade Points Grade Point (GP): Each Grade is assigned an equivalent grade point as indicated in the Grading System Table above (page 68). The number of (grade) points earned by a student, for each course completed, is calculated as the product of the number of credits for the course and the grade point equivalent letter of the grade obtained in that course. For example, a student with letter grade of A in a 3-credit course has an earned Grade Point (GP) of 4.00x3 = 12 credits. Grade Point Average (GPA): The student’s grade point average for any one Semester is calculated by totalling the grade points obtained in each course taken and dividing the sum by the total number of credits of all the courses taken in that Semester. Cumulative Grade Point Average (CGPA): The student’s cumulative grade point average is calculated by dividing the total number of grade points obtained, up to any specified time, by the total number of credits of all courses registered for by the student up to that time. Except that P-graded courses (which have no credits assigned) shall not be included in the computation of “the total number of grade points obtained” nor counted among “the total number of credits of all courses registered and/or taken”. Final Grade Point Average (FGPA): The FGPA is the weighted average of cumulative grade point averages (CGPAs) for all courses registered and taken (exclusive of P-graded courses), up to the end of a student’s academic programme. The Cumulative Grade Point Averages (CGPAs) at Levels 100, 200, 300 and 400 shall be weighted in the proportions 1:1:2:2.

190 DIPLOMA (EARLY CHILDHOOD EDUCATION) LEVEL 100 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS ECE CORE COURSES ISEC 151 Development of Education in Ghana 3 ISEC 152 Management of Early Childhood Settings 3 Play Activities in Early Childhood Education ISEC 153 3 Teaching - 2 Credits Practicals - 1 Credit Mathematics in Early Years ISEC 154 Teaching - 2 Credits 3 Practicals - 1 Credit GENERAL CORE COURSES ISUC 151 Science and Technology in Our Lives 3 ISUC 153 Logic and Critical Thinking 3 ISUC 161 Arabic Language I 3 T O T A L 21

LEVEL 100 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS ECE CORE COURSES Health, Nutrition and Safety in ECE ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit Social and Philosophical Foundations in ISEC 162 3 ECE GENERAL CORE COURSES ISUC 152 Academic Writing in English I 3 ISUC 154 Numeracy Skills 3 ISUC 156 Psychology for Everyday Living 3

ISUC 164 Introduction to Computing (ICT) 3 Teaching - 2 Credits

191 Practicals - 1 Credit

ISUC 165 Arabic Language II 3 T O T A L 21

LEVEL 200 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS ECE CORE COURSES Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 252 Introduction to Special Education 3 Instructional Material Development and ISEC 253 3 Usage in ECE ISEC 254 Child Growth and Development 3 ISEC 255 Professionalism and the Educator 3 GENERAL CORE COURSES ISUC 251 Academic Writing in English II 3 ISUC 351 Research Methods in Education 3 T O T A L 21

LEVEL 200 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES ISEC 261 Assessment in ECE 3 Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit

ISEC 263 Arts and Creativity in ECE 3 Teaching - 2 Credits

192 Practicals - 1 Credit Psychology of Learning and Instruction in ISEC 264 3 ECE GENERAL CORE COURSES ISUC 252 Introduction to African Studies 3 ISUC 262 Project Work 3 ISUC 263 Practicum: Field Experience 3 TOTAL 21 CREDITS

TOTAL CREDITS FOR EACH SEMESTER AND EACH YEAR

Level 1st Semester Second Total Semester 100 21 21 42 200 21 21 42 TOTAL CREDITS 84

COURSE PROGRAMMES AND DESCRIPTIONS LEVEL 100 FIRST SEMESTER COURSES

ISEC 151 Development of Education in Ghana (3 Credits) Description The course will use a theoretical approach to explain the historical development of education in Ghana. It will examine the role of government and non-governmental bodies in the development and growth of formal education in Ghana. Students will be taken through the social history of education up to the end of the colonial era as well as educational development in the contemporary post-independence era. Specifically, the course will look at the castle school system, missionary education in Ghana, the various ordinances and policies in education, reports of various committees on education reforms in Ghana. This will enable education students to have historical in-depth understanding and appreciation of the concept of education in Ghana.

193 Reading List Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Graham, C. K. (1976). The history of education in Ghana. Tema: Ghana Publishing Corporation. International Labour Organisation [ILO] (2012). Right beginnings: Early childhood education and educators. Report for discussion at the global dialogue forum on conditions of personnel in early childhood education. Geneva: ILO. Mc William, H. O. A., & Kwamena-Poh, M. A. (1975). The development of education in Ghana. London: Longman Group Ltd. ISEC 152 Management of Early Childhood Settings (3 Credits) Description The course provides the scope of decision taking and administrative skill requirements of Administrators and Managers of early childhood settings or centres. Further, it will look at strategies for managing children’s behaviour in the various early childhood settings. Reading List Decker, C. A., & Decker, J. R. (2001). Planning and administering early childhood programmes. New York, NY: Prentice Hall Naudeau, S. (2011). Investing in young children: An early childhood development guide for policy dialogue and project preparation. Washington, DC: World Bank. Reyes, L. V.,& Baptiste, N. (2005). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Children perspectives and children’s perspectives in theory and practice: International perspectives on early childhood education and development. New York, NY: Springer Dordrecht Heidelberg. ISEC 153 Play Activities in Early Childhood Education (3 Credits) Description Children learn best through play. The course will expose students to types of play, such as parallel, symbolic, associative, dramatization, role and solitary play. Students will be able to identify contributions of childhood play to cognitive development. The course will also examine social and emotional development, and its importance to fine motor and gross motor development of children.

194 Reading List Brewer A. (2007). Early childhood education in America Nedham. Allyn and Bacon Briggs et al (2001) Early childhood activities for creative educators. Albany, NY. Thompson Learning Inc. Moyeck, J. (Ed) (1995). Selecting educational equipment and material for school and home. Wheaton, M. D: Association for Childhood Education International Otami, P. S. (2008). Early childhood care and development practices-A teacher’s Journey, Accra, Studio 7 Kat Ltd. ISEC 154 Mathematics in Early Years (3 Credits) Description This course is developed based on the following premises: Counting and the use of number are the building blocks for mathematics learning in the preschool years. The knowledge of number and the ability to count properly provide a solid foundation for the learning of mathematics in later years in school. There are various situations in which number is used and there are fundamental principles that guide counting that must be obeyed to make counting meaningful. Reading List Clements, D. H., & Conference Working Group. (2004). Part 1: Major themes and recommendations. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in Mathematics: Standards for early childhood mathematics education (pp. 7-76). Mahwah, NJ: Lawrence Erlbaum. Gould, P. (2012). What number knowledge do children have when starting kindergarten in NSW? Australasian Journal of Early Childhood, 37(3), 105-110. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University. Lee, S. (2012). Toddlers as mathematicians? Australasian Journal of Early Childhood, 37(1), 30-37.

195 ISUC 151 Science and Technology in our Lives (3 Credits) Description This course examines the influence of science and technology on the socioeconomic and cultural lives of the people. The course will also equip students with knowledge of science and technology to be able to appreciate the future of science and technology in human civilization. Reading List Alsop, S., Bencze L., & Pedretti E. (2005).Analysing exemplary science teaching. Theoretical lenses and a spectrum of possibilities for practice. New York, NY: McGraw-Hill Education Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International.

Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. & Wajeman, J. (2007).The handbook of science and technology studies. Boston, MA: The MIT Press. ISUC 153 Logic and Critical Thinking (3 Credits)

Description To introduce students to the basic principles of logical reasoning, critical thinking and some of the necessary features of sound reasoning through a study of both its formal and informal features. In addition, to thinking of logic as the study of entailment, one could think of it as the study of the differences between good and poor reasoning, particularly as these are exemplified in arguments. Reading List Brooke, N. M. & Parker, R. (2001).Critical thinking (6th ed.). New York, NY: McGraw-Hill Layman, C. S. (2002). The power of logic (2nd ed.). New York, NY: McGraw – Hill Moore, B. N., Parker, R., & Rosenstand, N. (2011).Critical thinking. New York, NY: McGraw-Hill. Salmon, M. (2012). Introduction to logic and critical thinking. Boston MA: Cengage Learning

196 ISUC 161 Arabic Language I Description This course aims to introduce students to the fundamentals of the Arabic Language. This course focuses on general structures and functions and includes practice in the four skills (speaking, listening, reading and writing). Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C.: Georgetown University Press. Rouchdy, A. [Ed.]. (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. [Eds.]. (2014). Handbook for Arabic language teaching professionals in the 21st century.. London: Routledge.

LEVEL 100 SECOND SEMESTER COURSES

ISEC 161 Health, Nutrition and Safety in ECE (3 Credits) Description The course exposes students to the role of diet in maintaining health and disease prevention as well as treatment. Communication with health professional and parents on health, safety, and nutrition issues will be examined. Reading List O’Neill, S., Urlichs, M., Fleer, M., Agbenyega, J., & Ozanne-Smith, J. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from See More Safety, the pilot study. Australasian Journal of Early Childhood, 38(2), 74-84. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation (2nd ed.). London: Routledge, Taylor and Francis Group. American Academy of Paediatrics, American Public Health Association, & National Resource Centre for Health and Safety in Child Care (2003). Stepping stones to using “Caring for Our Children.” 2nd ed. Elk Grove Village, IL: Authors.

197 ISEC 162 Social and Philosophical Foundations in ECE (3 Credits) Description The course is in two parts. The first part deals with the social functions of education while the second part deals with Western and African philosophical ideas that underpin the aims, content, methods and organisation of education in Ghana. By integrating history, philosophy, politics, the social, and culture perspectives on schooling, it is hoped that students will develop complicated and nuanced analyses of current situations, and thereby be able to generate and imagine innovative responses. Reading List Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education Chen, J. Y. (2014). Introduction to education. Taipei: Wu-Nan Culture Enterprise. Cooper, R. (2010). Those who can teach. New York: Wadsworth. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York: Pademelon Press. ISUC 152 Academic Writing in English I (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays. Reading List Aaron, J. E., & Bander, E. (2012). The Little, Brown Essential Handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.). Boston: McGraw Hill. Horkoff, T. (2015). Writing for success. New York: BC Campus Press. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press.

198 ISUC 154 Numeracy Skills (3 Credits) Description The course is designed for the learner to develop his/her everyday numeracy skills. It is also to expose him/her to the processes of collecting data and handling it. Reading List Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning Gal, I. (Ed.). (2000). Adult numeracy development: Theory, research, practice. Cresskill, NJ: Hampton press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York, NY: Routledge. Uri, A. (2008). Numerical methods for evolutionary differential equations. London: Society for Industrial and Applied Mathematics (SIAM).

ISUC 156 Psychology for Everyday Living (3 Credits) Description

The course employs psychological principles, theories, and research findings in an attempt to explain and understand matters of everyday life. In relation to everyday life, this course will demonstrate some of the ways in which psychology can be of use to student in their personal and professional lives.

Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge Baron, R. A. & Branscombe, N.R. (2012).Social psychology. Boston, MA: Pearson Ochs, E., & Capps, L. (2009). Living narrative: Creating lies in everyday storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for life and work. Oakbrook Terrace, IL: Devry University Press

LEVEL 200 FIRST SEMESTER COURSES ISEC 251 Science Activities in Early Childhood Education (3 Credits) Description The pre-school child’s life - his interactions with nature, nutrition, growth and development – has to do with science. Also the cognitive processes that children apply in their everyday engagement with science activities will be explained to arouse students’ interest in studying the creative development of

199 their pupils. These science activities and experiments for pre-schoolers give young minds the skills they need to seek answers and view the world scientifically. Students will be expected to engage in demonstrations of various kinds. Reading List Lucas, P., & Schofield, G. (2010). Physical activity in the early childhood education centre environment. New Zealand Research in Early Childhood Education, 13, 125-136. Landry, C. E., & Forman, G. E. (1999). Research in early science education. Lind, K. K. (1998). Science in early childhood: Developing and acquiring fundamental concepts and skills. Phillips, D. A., & Shonkoff, J. P. (Eds.). (2000). From Neurons to neighborhoods: The science of early childhood development. National Academies Press. I5EC 252 Introduction to Special Education (3 Credits)

Description The course will prepare the student teacher to accept children with handicapping conditions and to use the knowledge about such handicapped children to improve teaching and learning. It covers all types of exceptionalities. Reading List Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31. Oakley, G., Howitt, C., Garwood, R., & Durack, A. (2013). Becoming multimodal authors:Pre-service teachers’ interventions to support young children with autism. Australasian Journal of Early Childhood, 38(3), 86- 96. Hall, W. (2010). Dyslexia in the primary classroom. Wadsworth: Belmont, USA ISEC 253 Instructional Material Development and Usage in Early Childhood Education (3 Credits) Description This course is designed to teach the methods and proper use of materials for presenting creative learning experiences to young children in the areas of literacy, creative arts, music, movement, numeracy, science, environmental studies, and outdoor activities. The course will empower the students on the

200 usage of instructional materials developed and their maintenance for durability and sustainability. Reading List

Alder, H., (1997) Train your brain: The Ultimate 21 day, University mental skills programme for peak performance London, Judy Piatkus publishers Ltd. Anderson, J. (1999) The theory of early childhood education, Chicago: University of Chicago Press Brewer, J. A. (2007) Introduction to early childhood education: Preschool through Primary Grades, USA, Pearson Education Inc.

ISEC 254 Child Growth and Development (3 credits) Description Students will learn the basic research concepts and the current research findings on factors contributing to child development. Emphasis is placed on development through the stages of a child’s life in the areas of physical, emotional, social, intellectual, and moral development as explained by the theories of Piaget, Vygotsky, Skinner etc. The course will also highlight the factors that affect the child’s growth such as environmental, genetic, social and cultural. Reading List Chesla, E., & Matic, J. (2003). Early childhood education: Preschool teacher career starter. New York: Learning Express. Berk, L. (2012). Infants, children and adolescents (7th ed.). Boston, MA: Allyn and Becon. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Hobart, C., & Frankel, J. (2002). A practical guide to child-care and education placements. Cheltenham, UK: Nelson Thornes Ltd ISEC 255 Professionalism and the Educator (3 Credits) Description Professional ethical competency must be a conscious part of all work in the school as a whole, and especially at the Early Childhood Centre of Kindergarten. In this course issues regarding the explanation of group choices, priorities and actions towards children, parents and colleagues will be

201 examined. Since it is believed that teaching children requires more than just having knowledge of specified subject matter and skills, student teachers will be encouraged to develop and nurture personal character and outlook.

Reading List Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (2013). Developmentally appropriate practice: Focus on pre-schoolers. Washington, DC: NAEYC. Feeney, S., & Freeman, N. K., & Pizzolongo, P. J. (2012). Ethics and the early childhood educator: Using the NAEYC code (2nd ed.). Washington, DC: NAEYC. Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113-127. Mindes, G., & Morrison, G. (2014). Common core state standards and excellence in early childhood education for all children. Presentation at the NAEYC Annual Conference, in Washington, DC ISUC 251 Academic Writing in English II (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. It is the continuation of the Academic Writing in English II discussed earlier. Topics include process writing which involves: pre-drafting, drafting, re-writing and revising; grammar through proof reading and editing activities; writing from multiple sources as preparation for doing research- based writing; skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay; and introduction to academic presentation skills. Reading List Aaron, J. E., & Bander, E. (2012). The little, brown essential handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.) Boston: McGraw Hill. Gborsong, P. A. (2002). A comprehensive guide to communicative skills. Cape Coast, Ghana: University of Cape Coast. Horkoff, T. (2015). Writing for success. New York: BC Campus Press.

202 ISEC 351 Research Methods in Education (3 Credits) Description The course focuses on the research process, designs, instrumentation in research and report writing. The techniques of reviewing literature, citation of works and referencing strategies will be highlighted. Reading List Awanta, E. K. &Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York, NY: RoutledgeFalmer. Berg, B. L. (2001). Qualitative research methods for the social sciences. (4th ed.). U.S.A: Allyn and Bacon. Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. California, Thousand Oaks: Sage Publications.

LEVEL 200 SECOND SEMESTER COURSES ISEC 261 Assessment in Early Childhood Education (3 Credits) Description This course provides the early childhood professional with skills for conducting and using assessment practices and strategies to improve student learning. Special emphasis will be placed on authentic assessment practices, standardised tests, and developmental screenings. The theoretical framework related to assessment in early childhood will be explored. The skills needed for designing and using appropriate assessment tools, using assessment to guide children learning and the principles behind these activities will be discussed. Recommended Reading Materials Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. New York, NY: The Guilford Press. Hemmeter, M., Joseph, G., Smith, B., &Sandall, S. (Eds.). (2001). Developmentally appropriate practice in early childhood programs. Bredekamp, S. & Copple, C. (1997). DEC recommended practices program assessment:

203 Improving practices for young children with special needs and their families Hibbard, K. M., & Wagner, E. A. (2003). Assessing & teaching reading comprehension and pre-writing. New York: Eye On Education Inc. ISEC 262 Family and Community Collaboration in ECE (3 Credits) Description Emphasis is placed on the psychological and legal rationale for the collaboration. In addition, the necessary structures and arrangements that ought to be put in place to make the system effective to the benefit of children will be highlighted. Reading List Meade, A. (2012). Centre–parent communication about children’s learning. Early Childhood Folio, 16(2), 38-43. Department of Employment, Education and Workplace Relations (DEEWR) (2010). Educators Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. Gillborn, D., & Youdell, D. (2002). Rationing Education: policy, practice, reform, and equity. Buckingham: Open University Press. Hindman, J., Seiders, A., & Grant, L. (2010). People first! The leader’s guide to building & cultivating relationships with teachers. New York: McGraw Hill. ISEC 263 Arts and Creativity in ECE (3 Credits) Description The course is focused on the exposition of holistic nature of kindergarten teaching which involves the use of artistic expressions. These expressions would enhance the learning of academic and cognitive skills such as songs in language or mathematical learning. Reading List Beresin, A. (2014).The art of play: Recess and the practice of invention. Philadelphia, PA: Temple University Press Brown, S. (2010). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Avery Mwaura, P., & Mohamed, B. T. (2008). Madrasa early childhood development programme: Making a difference. In M. Garcia, A. Pence, & J. Evans (Eds.), Africa’s future, Africa’s challenge: Early childhood care and

204 development in sub-Saharan Africa(pp. 23-78). Washington, DC: World Bank. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University ISEC 264 Psychology of learning and Instruction in Early Childhood Education (3credits) Description To introduce students to the principles of learning and behaviour by surveying relevant theoretical and empirical approaches within psychology. Reading List Arend, R. L. (1991). Learning to Teach (2nded.). New York, NY: McGraw-Hill, Inc. Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education. Brierley, J. (2004). Give me a child until he is seven: Brain studies and early childhood

education (2nd ed.). New York, NY: RoutledgeFalmer, Taylor and Francis Group. Bush, L. (2009). Teaching our youngest: A guide for preschool teachers and child care andfamily providers. New York: Early Childhood-Head Start Task Force. ISUC 252 Introduction to African Studies (3 Credits)

Description The course is designed to introduce students to African history, archaeology, architecture, philosophy, political science and sociology. Reading List Ehret, C. (2002). The civilizations of Africa. Charlottsville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An anthropological critique of development: The growth of ignorance. New York, NY: Routledge. Kingsley, M. (2013).West African Studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male support for gender equality. Accra: Ghana Universities Press

205 ISUC 262 Project Work (6 Credits) Description Students will be expected to undertake an independent research work under the supervision of an assigned lecturer. In addition, students will be to exhibit high level of competency in the application of what they learnt in the research methods course. Topics for the project work should be relevant to current issues in education. Reading List Ary, D., Jacobs, L. C., Sorenses, C. &Razavieh, A. (2010). Introduction to research in education. (8th ed.) Wadsworth: Cengage Learning. Awanta, E. K. & Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York: RoutledgeFalmer. Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. California, Thousand Oaks: Sage Publications. ISUC 263 Practicum: Field Experience (3 Credits) This is an experience in which the student spends the whole of the second semester of the 2nd year in a basic school setting. The student then teaches assigned classes and subjects under the guidance of school-based mentors. The student is expected to demonstrate the principles underlying effective pedagogy. Supervisors will visit the schools regularly to monitor the student’s progress and offer counselling and professional support.

206 Classification of Certificate The classification of certificates shall be based on the Final Grade Point Average (FGPA), as shown in the following Table:

RANGE OF FINAL GRADE POINT CLASS OF DIPLOMA AVERAGE (FGPA)

3.60 – 4.00 Distinction

3.00 – 3.59 Pass

2.00 – 2.99 Pass

1.50 – 1.99 Pass

1.00 – 1.49 Pass

0 – 0.99 Fail

207 9.2 BACHELOR OF ARTS IN COMMUNICATION STUDIES PROGRAMME Students in the Faculty of Communication Studies are required to take only one major subject of study corresponding with the Sectional or Option subject currently being offered by the University College.

9.3 FACULTY Mr. Ato Amoaning-Annan Senior Lecturer / Head of Faculty Mr. Ato Amoaning-Annan Lecturer / Coordinator – Journalism Mrs. Eunice Akorfa Adiko Lecturer / Coordinator – Public Relations Mrs. Bridget Avorgah Lecturer / Coordinator - Advertising

COURSE STRUCTURE (ALL OPTIONS)

LEVEL 100 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS Introduction to Communication ISCO 151 3 Studies ISLA 155 Introduction to Sociology 3 Science and Technology in Our ISUC 151 3 Lives Critical Thinking & Practical 3 ISUC 153 Reasoning ISRS 151 Introduction to Islam UR ISUC161 Arabic Language Skills I OR 3 ISUC 163 Intermediate Arabic Language

T O T A L 15

208 LEVEL 100 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

ISLA 156 African Literature 3

ISUC 152 Academic Writing in English I 3

ISUC 154 Numeracy Skills 3

ISUC 156 Psychology for Everyday Living 3

ISUC 158 Introduction to Computing 3

ISUC 162 Arabic Language Skills II 3

T O T A L 18

209 LEVEL 200 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISUC 251 Academic Writing in English II 3

ISCO 251 Introduction to Journalism 3

ISCO 253 Principles of Public Relations 3

ISCO 255 Principles of Advertising 3

ISBA 261 Human Behaviour in Organisations 3

ISBA 263 Culture and Development 3

ISRS 261 Introduction to slamic Jurisprudence 3

T O T A L 18

210 LEVEL 200 SECOND SEMESTER

CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISUC 252 Introduction to African Studies 3

ISCO 256 Visual Communication 2

ISBA 256 Basic Statistics 2

Introduction to Human Resource ISBA 262 3 Management

ISBA 266 Introduction to Economics 3

ISBA 268 Commercial Law 3

Introduction to Management Information ISBA 270 2 Systems

T O T A L 18

211 JOURNALISM OPTION

LEVEL 300 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISCO 351 Research Methods in Communication Studies 3

ISCO 353 Communication Theory 3

ISCO 355 News Reporting and Writing for Print Media 3

ISCO 357 Photojournalism 3

ISCO 359 Media and Society 3

ELECTIVES (Choose ONE)

ISCO 361 The Media in Africa 3 ISCO 363 Community Radio

T O T A L 18

212 JOURNALISM OPTION

LEVEL 300 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS CORE COURSES

ISCO 352 Audience Survey Research 3

ISCO 354 Editing and Page Planning 3

ISCO 362 The Media in Ghana 3

ISCO 378 Media and Muslim Society 3 Electronic Broadcast Reporting and ISCO 384 3 Writing Entrepreneurship and Small-Business ISUC 356 3 Management ELECTIVES (Choose ONE)

ISCO 356 News Agency Reporting 3

ISCO 368 Sports Reporting 3 Reporting and Writing in Local ISCO 358 3 Languages T O T A L 21

213 JOURNALISM OPTION LEVEL 400 FIRST SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISCO 450 Long Essay 3

ISCO 451 Communication Law and Ethics 3

ISCO 453 Development Communication 3

ISCO 457 International Communication Systems 3

Advanced News Reporting and Writing for ISCO 469 3 Print Media

ISCO 490 Internship 2

ELECTIVES (Choose ONE)

ISCO 455 Corporate Communication

ISCO 475 Digital Communication 3

ISCO 483 Islamic Ethics in Media Practice

T O T A L 20

214 JOURNALISM OPTION LEVEL 400 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS CORE COURSES

ISCO 450 Long Essay - Continued 3 ISCO 452 Media Planning and Strategy 3 ISCO 454 Newspaper and Magazine Production 3 Television and Radio Broadcast ISCO 456 3 Production ISCO 464 Internet and New Media Reporting 3

ELECTIVES (Choose ONE)

ISCO 486 Communication in Qur’an and Hadith 3 FREE ELECTIVE T O T A L 18

215 PUBLIC RELATIONS OPTION LEVEL 300 FIRST SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

Research Methods in Communication ISCO 351 3 Studies

ISCO 353 Communication Theory 3

ISCO 359 Media and Society 3

ISCO 369 Public Relations Management 3

ISMK 361 Consumer Behaviour 3

ELECTIVES (Choose ONE)

ISCO 361 The Media in Africa 3 ISCO 363 Community Radio

T O T A L 18

216 PUBLIC RELATIONS OPTION LEVEL 300 SECOND SEMESTER

COURSE CODE C O U R S E T I T L E CREDIT UNITS

CORE COURSES

ISCO 352 Audience Survey Research 3

ISCO 362 The Media in Ghana 3

ISCO 366 Public Relations (PR) Writing 3

Event Planning and ISCO 372 3 Management

ISCO 378 Media and Muslim Society 3

Entrepreneurship and Small- ISUC 356 3 Business Management

ELECTIVES (Choose ONE)

Marketing of Communication ISCO 374 Services 3 FREE ELECTIVE

T O T A L 21

217 PUBLIC RELATIONS OPTION LEVEL 400 FIRST SEMESTER

CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISCO 450 Long Essay 3

ISCO 451 Communication Law and Ethics 3

ISCO 453 Development Communication 3

ISCO 457 International Communication Systems 3

Public Relations (PR) Firm ISCO 465 3 Management

ISCO 490 Internship 2

ELECTIVES (Choose ONE)

ISCO 455 Corporate Communication

ISCO 475 Digital Communication 3

ISCO 483 Islamic Ethics in Media Practice

T O T A L 20

218 PUBLIC RELATIONS OPTION LEVEL 400 SECOND SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

ISCO 450 Long Essay - Continued 3

ISCO 452 Media Planning and Strategy 3

ISCO 464 Internet and New Media Reporting 3

ISCO 468 Communication Materials Production 3

ISCO 478 Crisis Management 3

ELECTIVES (Choose ONE)

FREE ELECTIVE 3

ISCO 486 Communication in Qur’an and Hadith 3

T O T A L 18

219 ADVERTISING OPTION LEVEL 300 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

CORE COURSES

Research Methods in Communication ISCO 351 3 Studies

ISCO 353 Communication Theory 3

ISCO 359 Media and Society 3

Advertising Media Planning and ISCO 377 3 Management

ISMK 361 Consumer Behaviour 3

ELECTIVES (Choose ONE)

ISCO 361 The Media in Africa 3 ISCO 363 Community Radio

T O T A L 18

220 ADVERTISING OPTION LEVEL 300 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

CORE COURSES

ISCO 352 Audience Survey Research 3

ISCO 362 The Media in Ghana 3

ISCO 372 Event Planning and Management 3

ISCO 376 Creativity in Advertising I 3

ISCO 378 Media and Muslim Society 3

Entrepreneurship and Small-Business ISUC 356 3 Management

ELECTIVES (Choose ONE)

Marketing of Communication 3 ISCO 374 Services Change and Diversity Management in 3 ISHR 366 Organisations

T O T A L 21

221 ADVERTISING OPTION LEVEL 400 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS CORE COURSES

ISCO 450 Long Essay 3

ISCO 451 Communication Law and Ethics 3

ISCO 453 Development Communication 3

ISCO 457 International Communication Systems 3

ISCO 473 Creativity in Advertising II 3

ISCO 490 Internship 2

ELECTIVES (Choose ONE)

ISCO 455 Corporate Communication

ISCO 475 Digital Communication 3

ISCO 483 Islamic Ethics in Media Practice

T O T A L 20

222 ADVERTISING OPTION LEVEL 400 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS CORE COURSES

ISCO 450 Long Essay - Continued 3

ISCO 452 Media Planning and Strategy 3

ISCO 464 Internet and New Media Reporting 3

ISCO 468 Communication Materials Production 3

ISCO 476 Advertising Agency Management 3

ELECTIVES (Choose ONE)

ISCO 478 Crisis Management 3

ISCO 486 Communication in Qur’an and Hadith 3

T O T A L 18

223 COURSE DESCRIPTIONS LEVEL 100 COURSES ISCO 151 INTRODUCTION TO COMMUNICATION STUDIES (Credit - 3) The course offers students a comprehensive view of the basics and processes of human communication. Topics include definition and evolution of communication, history of communication before and after the emergence of the press, scope and purpose of communication, the processes and types of communication, functions and role of communication, and introduction to the major components of the media of mass communication including print, radio, television and new media. Reading List Fiske, J. (2010). Introduction to communication studies (3rd ed.) New York: Routledge. Hartley, J. (2011). Communication, cultural and media studies: The key concepts (4th ed.). New York: Routledge. Hemanta, J. M. (2013). Introduction to mass communication and journalism. Delhi, India: Vikas Publishing House. Jefferson, D. P. (2008). “The new history of mass communication research”. In History of media and communication research: Contested memories. New York, N.Y.: Wiley-Blackwell. Rosengren, K. E. (2000). Communication: An introduction. London: Sage Publications.

ISLA 155 INTRODUCTION TO SOCIOLOGY (Credit-3) The course aims to introduce students to the understanding of the basic principles of Sociology as a discipline. Topics include definition, nature and scope of Sociology; the origin and pioneers of Sociology, the major perspectives in Sociology (Functionalism, Marxism and Interactionism); methods of generating social science knowledge; concepts of society, culture, socialization, deviance; social structure and social change; and social stratification. Reading List Abbott, P., Tyler, M., & Wallace, C. (2006). An introduction to sociology: Feminist perspectives. London: Routledge. Giddens, A. (2006). Sociology. Cambridge: Polity Press. Giddens, A., Duneier, M., Appelbaum, R. P., & Carr, D. (2000). Introduction to sociology. New York, NY: WW Norton. Gyekye, K. (2003). African cultural values: An introduction. Accra: Sankofa Publishing. Nukunya, G. K. (2003). Tradition and change in Ghana: An introduction to sociology. Accra: Ghana Universities Press.

224 ISUC 151 SCIENCE AND TECHNOLOGY IN OUR LIVES (Credit – 3) This course introduces the students to the application of science to everyday life. Topics include the study of the principles of biology (botany and zoology), science and technology; foundations of scientific thought; the application of science and technology to life; changing societies for scientific and technological advancement; the application of science and technology to human life; the future of human life. Reading List Alsop S., Bencze L., & Pedretti E. (2005). Analysing Exemplary Science Teaching.Theoretical lenses and a spectrum of possibilities for practice. New York, NY: McGraw-Hill Education. Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International. Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. &Wajeman, J. (2007). The handbook of science and technology studies. Boston, MA: The MIT Press. Myers, D. (2005). Surfactant science and technology. New York, NY: John Wiley & Sons. ISUC 153 CRITICAL THINKING & PRACTICAL REASONING (Credit – 3) The course introduces students to Critical Thinking & Practical Reasoning in providing a corrective and diagnostic skillset that enables students to discriminate in a logical sense. Topics include the contrast between inductive and deductive reasoning; types of support and the quality of evidence; peer pressure and mob mentality. the logical structures of the different types of arguments; missteps that people often make in everyday reasoning, including judgments based on probability; principles of probability; making good judgments in situations of uncertainty; skills in evaluating and making arguments; aspects of critical thinking itself; understanding the logical structures of the primary classes of arguments used in the everyday contexts of life including their strengths and weaknesses; common fallacies in reasoning, including reasoning involving determining probabilities; constructing good arguments using principles of informal reasoning; reflection on personal thinking practices; and listening to the arguments of others. Reading List Brooke, N. M. & Parker, R. (2001). Critical thinking (6th ed.). New York, NY: McGraw-Hill. Layman, C. S. (2002). The power of logic (2nd ed.). New York, NY: McGraw- Hill. Moore, B. N., Parker, R., & Rosenstand, N. (2011). Critical thinking. New York, NY: McGraw- Hill.

225 Salmon, M. (2012). Introduction to Critical Thinking & Practical Reasoning. Boston MA: Cengage Learning. Warburton, N. (2000). Thinking from A to Z (2nd ed.). New York, NY: Routledge. ISRS 151 INTRODUCTION TO ISLAM ( CREDIT –UR) Introduction to Islam focuses on the origins and development of Islam within its cultural context; the origins of the Qur’an and the Hadith and the difference between them. It discusses non-Muslim views on Islam and the prophet of Islam. At a time when Islam has a bad press among outsiders and is the subject of considerable contention among its adherents, this course seeks to provide an “empathetic” introduction to the tradition as a whole, balancing the insiders’ and outsiders’ views, the diversity and the unity of the tradition, the historical and the contemporary, and the political/social and the more strictly religious. At all points, though, an effort is made to indicate the current relevance of the course. Reading List Lippman, T. W. (1995). Understanding Islam: An introduction to the Muslim world. New York, NY: Meridian. Muhammad, H. (1976), The Life of Muhammad, New York: NY. American Trust Publications. Razack, S. (2007). Casting out: The eviction of Muslims from Western law and politics. Toronto: University of Toronto Press. Varisco, D. (2005). Islam obscured: The rhetoric of anthropological representation. London: Palgrave Macmillan. Waines, D. (2003). An introduction to Islam. Cambidge, MA: Cambridge University Press. ISUC 161 Arabic Language Skills I (Credit – 3) This course aims to introduce students to the fundamentals of the Arabic language. Topics include the study of the alphabets and how to form words; sounds of the alphabets, consonants, vowels – long and short, Diphthong, Hamza, Sun and Moon letters, definite articles, nouns, verbs, and propositions relevant to everyday vocabulary; the case system: nominative and causative, gender and translation exercises; and the construction of simple sentences. Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge.

226 Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY: Cosimo Inc.

ISUC 163 INTERMEDIATE ARABIC LANGUAGE (Credit – 3) The Intermediate Arabic course is designed for students who already have basic knowledge of the Arabic language. The course thus assumes prior knowledge of Arabic alphabets, some vocabulary and primitive sentence formation. The course seeks to extend this basic knowledge with a study of parts of speech in Arabic -- Noun, Verb, Articles and their types; formation of simple sentences -- normal and verbal sentences; singular, dual, plural and their types; masculine and feminine genders. Verbs -- types of verbs with regard to sound and weak letters; verbs in terms of tenses (present and past tenses) as well as the command verbs and how they are formed in Arabic. Students will be required to translate simple sentences from Arabic into English and vice versa. Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, DC: Georgetown University Press. Rouchdy, A. (Ed.) (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY Cosimo Inc.

ISLA 156 AFRICAN LITERATURE (Credit – 3) This course is designed to review African literature. Students will evaluate the books for basic information, setting, cultural information and interaction relevant to them. Selected texts from different genres, prose fiction, poetry, drama and regions will be discussed. Particular attention will be given to the different forms and techniques with which the writers convey their ideas, and explore in detail some of the most interesting of those composite ideas and themes such as: colonialism and cultural imperialism; cultural nationalism; gender, sexuality and African cultural traditions. Reading List Prose ∑ Things Fall Apart by Chinua Achebe ∑ Changes by Ama Ata Aidoo- Drama ∑ The lion and the jewel by Wole Soyinka

227 ∑ The marriage of Anansewa by Efua Sutherland Poetry ∑ Selected Poems

ISUC 152 ACADEMIC WRITING IN ENGLISH I (Credit - 3) This course aims at introducing students to basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays. Reading List Ebest, S. B., Alred, G.J., Brusaw, C.T. & Oliu, W. E. (2003). Writing from A to Z. (4th ed.). Boston: McGraw Hill. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press. Langan, J. (2005). College writing skills with readings. (6th ed.). Boston MA: McGraw Hill. Reid, S. (2006). The Prentice Hall Guide for college writers. (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.

ISUC 154 NUMERACY SKILLS (Credit – 3) This course introduces students to the acquisition of basic numeracy skills needed for solving real life problems. Topics include basic algebraic skills; rates (fractions, proportions and percentages); approximating numbers (rounding up of numbers and significant numbers); mathematical reasoning (deduction and inductive reasoning), statement; truth tables, necessary and sufficient conditions, basic set theory; nature and uses of statistics; sources of data; data types and measurement scales; methods of data manipulation (aggregation and interpretation); basic probability with illustrations from various disciplines; establishing relationships between variables, and use of basic computer packages such as Excel in analyzing data. Reading List Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning. Gal, I. (Ed.). (2000). Adult numeracy development: Theory, research, practice. Cresskill, NJ: Hampton press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York, NY: Routledge.

228 Uri, A. (2008). Numerical methods for evolutionary differential equations. London: Society for Industrial and Applied Mathematics (SIAM). Whatman, J., Potter, H., & Boyd, S. (2011). Literacy, language and numeracy: Connecting research to practice in the tertiary sector. Wellington, New Zealand: Ako Aotearoa.

ISUC 156 PSYCHOLOGY FOR EVERYDAY LIVING (Credit – 3) This course provides the student with the knowledge of Psychology and its usefulness in everyday behaviour. Topics include definition, concepts, scope and principles of Psychology; Psychology as a biological and social science; areas of applying psychology to an understanding of everyday life; current theories and approaches for understanding human behaviour and mental health; research tools and methods used in psychology and the critical thinking skills they support. Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge. Baron, R. A. & Branscombe, N.R. (2012). Social psychology. Boston, MA: Pearson. Ochs, E., & Capps, L. (2009). Living Narrative: Creating Lies in Everyday Storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for life and work. Oakbrook Terrace, IL: Devry University Press. Wolfolk, A. (2010). Educational psychology. Boston, MA: Pearson.

ISUC 158 INTRODUCTION TO COMPUTING (Credit – 3) The course aims at introducing students to the science and discipline of computing, information systems and management concepts of Information Technology (IT). Topics include basic IT concepts in hardware and software; IT terminologies and applications in business and organizations; hands-on computer lab projects using Windows operating systems and basics in application packages, including word processing (Microsoft Word), spreadsheet (M/S Excel), database (M/S Access), presentation (M/S Powerpoint), Internet browsers and e-mail; introduction to the structure and use of personal computer hardware, peripherals, and comparison of popular operating systems; and some health and ethical implications of use of ICT. Reading List Baltzan, P. & Phillips, A. (2008). Business driven information systems. Boston, MA: McGraw- Hill Irwin. Guzdial, M. J., & Ericson, B. (2009). Introduction to computing and programming in python: A multimedia approach. Upper Saddle River, NJ: Prentice Hall Press.

229 Laudon, J. P. & Laudon, K. C. (2006). Management information systems (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Mahama, A. (2013). Introduction to information technology (mimeograph). Accra: Islamic University College, Ghana. Paun, G., Rozenberg, G., & Salomaa, A. (2010). The Oxford handbook of membrane computing. New York, NY: Oxford University Press, Inc. ISUC 162 Arabic Language Skills II (Credit – 3) The aim of this course is to help students build on their knowledge acquired from the fundamentals of the Arabic language. Topics to be treated include perfect (complete action), negation of perfect, imperfect (incomplete action), future tense, masculine and feminine; a list of essential vocabulary; translation; Questions and Answers practice; time; possession “of” (Idaafa); possessive adjectives (him, her); the passive and imperative forms; conversation practice; sentence translation. Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C: Georgetown University Press. Rouchdy, A. (Ed.). (2013). Language contact and language conflict in Arabic. New York, NY: Routledge. Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. (Eds.). (2014). Handbook for Arabic language teaching professionals in the 21st century. London: Routledge. Wright, W., & Caspari, C. P. (2011). A grammar of the Arabic language. New York, NY: Cosimo Inc.

LEVEL 200 COURSES ISUC 251 ACADEMIC WRITING IN ENGLISH II (Credit – 3) The course is designed to introduce students to the acquisition of reading skills to enable them do a critique on a variety of academic essays in their areas of study. Topics include process writing which involves: pre-drafting, drafting, re- writing and revising; grammar through proof reading and editing activities; writing from multiple sources as preparation for doing research-based writing; skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay; and introduction to academic presentation skills. Reading List Ebest, S. B., Alred, G. J., Brusaw, C. T. & Oliu, W. E. (2003). Writing from A to Z. (4thed.). Boston: McGraw Hill. Gborsong, P. A. (2002). A comprehensive guide to communicative skills. Cape Coast, Ghana: University of Cape Coast. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press.

230 Langan, J. (2005). College writing skills with readings. (6th ed.). Boston, MA: McGraw Hill. Reid, S. (2006). The Prentice Hall Guide for college writers. (7th. ed.). Upper Saddle River, NJ: Pearson Prentice-Hall. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.

ISCO 251 INTRODUCTION TO JOURNALISM (Credit – 3) The course introduces students to journalism. Students will be taken through the definitions and characteristics of news and criteria for news worthiness as well as the theoretical and practical knowledge and skills in news reporting and writing. Topics will include definition and nature of journalism, origin and functions/role of journalism and journalists, principles and qualities required for practice, definitions and characteristics of news, news values and the determinants of news values, structure and style of news stories, the elements of news, the inverted pyramid style/structure of news, the lead and guidelines for writing lively leads, and basic news writing including format and the common standards. Reading List Fleming, C., Hemmingway, E., Moore, G. & Welford, D. (2006). Introduction to journalism. London: Sage Publications. Harrower, T. (2010). Inside reporting. New York, NY: McGraw-Hill. Itule, B. D. & Anderson, D. (2007). News writing and reporting for today’s media (7th ed.). New York, NY: McGraw Hill.

Robinson, S. (2011). "Journalism as process: The organizational implications of participatory online news." In Journalism & Communication Monographs13(3): 137. Schudson, M. (2011). Sociology of news. New York, NY: W.W. Norton. Willis, J. (2010). The mind of the journalist. London: Sage Publications.

ISCO 253 PRINCIPLES OF PUBLIC RELATIONS (Credit 3) The aim of this course is to introduce students to what public relations practice entails. Students will be taken through the history and evolution of Public Relations, both locally and internationally, and discuss the definitions, functions and processes of Public Relations. It will also discuss the increasing importance of, and the need for, Public Relations, and examine the constraints in its practice. It will, in addition, discuss the ‘publics’ of Public Relations and go on to consider the methods of changing attitudes, the principles of public opinion and the role of persuasion in public relations practice.

231 Reading List Broom, G. M., Cutlip, S. M. &Center, A. H. (2012). Effective public relations (11th ed.). Upper Saddle River, NJ: Prentice Hall. Cutlip, S. & Center. A. H. (2012). Effective Public Relations (11th ed.). Upper Saddle River, NJ: Prentice Hall. Flayhan, D., Schuan, J. & Wrench, J. S. (2013). Casing Public Relations (1st ed.). New York, NY: The Associated Press. Seital, F. P. (2013). The practice of public relations (12th ed.). New York, NY: The Associated Press. Skinner, C. & Yankah, K. (2001). Proactive public relations. Accra: Black Mask Limited.

ISCO 255 PRINCIPLES OF ADVERTISING (Credit 3) This course will deal with the principles and practices of advertising as an integral phenomenon of marketing, and the contribution of marketing communications to brand building. Topics to be discussed will include definitions, roles and functions of advertisements, evolution of advertising, operations of an advertising agency and kinds of services offered by the agency. This course will also develop students’ ability to design and evaluate advertisements and advertising campaigns. Islamic ethical issues in the design of advertising will be discussed. Reading List Arens, W. F, Weigold, M. F. & Arens, C. (2012). Contemporary advertising and integrated marketing communication (14th ed.). Berkshire, England: McGraw Hill Higher Education. Batra, R., Myers, J. & Aaker, D. A. (2006). Advertising management. New Delhi: Dorling Kindersley. Duncan, T. (2005). Principles of advertising & IMC. New York, NY: McGraw- Hill/Irwin. Ferrell, O. C. & Hartline, M.D. (2012). Marketing strategy (6th ed.). New York, NY: Cengage Learning. Lane, R., King, K. & Reichert, T. (2010). Kleppner’s advertising procedure (18th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

ISBA 261 HUMAN BEHAVIOUR IN ORGANIZATIONS (Credit – 3) The course introduces students to the human resource factor and behaviour patterns in organizations. The course focuses on individual and group behaviours and their impact on values of the organization, group dynamics,

232 teamwork and communication within groups, company leadership, power and influence, supervision, membership conflict and cooperation; communication network and structures; job satisfaction, job attitudes, motivation and morale; organizational change and development; impact of technology on organizations; personnel psychology; bargaining behaviour and group dynamics; and the external influences on human behaviour in organizations. Reading List Golembiewski, R. T. (2001). Handbook of organizational behavior. New York, NY: Prentice-Hall. Griffin, R., & Moorhead, G. (2011). Organizational behavior. London: Cengage Learning. Schwart, S.M. (2011). Corporate Social Responsibility: An Ethical Approach. New York: Broadview Press. Vandeveer, R.C. & Menefee, L.M. (2009). Human behavior in organisation. New York, NY: Pearson Prentice Hall. Zastrow, C., & Kirst-Ashman, K. (2006). Understanding human behavior and the social environment. London: Cengage Learning.

ISBA 263 CULTURE AND DEVELOPMENT (Credit –3) This course is aimed at introducing students to what culture is and how it affects development. Topics include definitions, concepts and nature of culture and development; the elements of culture and development; factors that facilitate development; cultural barriers to change and development; impact of globalization (trade, education, travel and the internet) on culture and development; analysis of new culture and its impact on development in the 20th and 21st centuries. Reading List Ambe J. & Njoh, J. A. (2006). Tradition, culture and development in Africa: Historical lessons for modern development planning. London: Ashgate Publishing Ltd. Andreatta, S. & Ferraro, P. G. (2013). Elements of culture: An applied perspective. Belmont, CA: Cengage Learning. Bosrock, M. M. (2006). European business: Customs and practice. New York, NY: Meadowbrook Press. Platteau, J. & Peccoud, R. (Ed.) (2011). Culture, institutions and development: New insights into an old debate. New York, NY: Routledge. Valsiner, J. (2000). Culture and Human Development. London: Sage Publications.

233 ISRS 261 INTRODUCTION TO SLAMIC JURISPRUDENCE (Credit-3) This course aims at presenting basic/fundamental issues concerning jurisprudence in Islam. The content is divided into two major parts: (1) the concept of Islamic Jurisprudence (fiqh) and (2) the history of Islamic Jurisprudence, with special focus on four main sources of the Shari’ah: the Holy Quran, Sunnah, Ijmah, and Qiyas or Aqil. Topics to be studied include (i) Shari’ah -- literal and technical meaning; scope and general rules; comparison between secular laws and those of the Sharia’ah; (ii) Sources of Jurisprudence, Origins of the five main Schools of Islamic Jurisprudence – Shiites, Hanafis, Hanbalis, Malikies and Shafels; Ijtihad and Taqlid.

Reading List Ali, H. K. (1997). Practical Laws of Islam. Tehran; ICRC. Ezzati, A. (2004). Al Nihiyah, Lahore: Agha Amir Hussain. Hussain, J. (2011). Islam: Its Law and Society (Vol. 3). Federation Press. Mohammad, H. F. (2005). A Guide to Religious Law. Qum: Ansariyan. Muhammad, B.S. (2003). Principles of Islamic Jurisprudence: According to Shi’i Law. London: ICAS. Norman, C. (2010). Islamic Jurisprudence in the Classical Era. Cambridge: Cambridge University.

ISUC 252 INTRODUCTION TO AFRICAN STUDIES Credit – 3) The African Studies course introduces students to the basic background knowledge of Africa, its histories, people and cultures. The content of this course includes a general introduction to the background knowledge of Africa, its histories, peoples and cultures; gender studies (key gender concepts and issues in African studies, the gendered nature of African societies); leadership in Africa (leadership attributes of beliefs, values, ethics, character, knowledge and skills; traditional and contemporary concepts and practices of leadership in Africa; philosophical thought in African cultures emphasizing its relation and relevance to contemporary African cultures and development (African cosmologies, concepts of God, deities, ancestors, African communal and individualist values, the concept of the human being, destiny, evil and ethics/morality).

234 Reading List Ehret, C. (2002). The civilizations of Africa. Charlottes Ville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An anthropological critique of development: The growth of ignorance. London: Routledge. Kingsley, M. (2013). West African Studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male support for gender equality. Accra: Ghana Universities Press. Newell, S. (2002). Literary culture in Colonial Ghana: 'How to play the game of life'. Manchester: Manchester University Press. Thompson, A. (2010). An Introduction to African Politics. London: Routledge.

ISCO 256 VISUAL COMMUNICATION (Credit -2) The course will introduce students to the techniques of displaying data visually by creating information graphics on the computer. It combines skills in illustration, graphic design, typography and digital design to create images that persuade or inform. The course focuses on hand-drawn imagery to develop a feel for the shapes and styles that connect with audiences.

Reading List Barnes, S.B. (2011). An introduction to visual communication: From Cave art to second life. New York, NY: Peter Lang. Fahmy, S. & Bock, M. A. (2014). Visual communication theory and research: A mass communication perspective. New York, NY: London: Palgrave Macmillan. Karjaluoto, E. (2013). The design method: A philosophy and process for functional visual communication (Voices that matter). New York, NY: Amazon. Lankow, J. & Ritchie, J. (2012). Infographics: The power of visual storytelling. New York, NY: John Wiley & Sons. Lester, P. M. (2013). Visual communication: Images with messages. New York, NY: Cengage Learning. Park, J. Y. (2008). Visual communication in digital design.New York, NY: Young Jin.

235 ISBA 256 BASIC STATISTICS (Credit – 2) This course introduces students to the basic statistical concepts and methods, and their application to various businesses, social science and communication subjects. Topics include analysis of quantitative and qualitative data for managerial decision-making and drawing of conclusions in research: basic statistics such as descriptive measures of location and dispersion, coefficient of correlation; permutations and combinations; the probability theory (its laws and distribution); and inferential statistics (population versus sample, sampling theory, data collection, and testing of hypothesis).

Reading List Berk, K. & Carey, P. (2009). Data analysis with Microsoft Excel: updated for Office 2007 (3rd ed.). New York, NY: Cengage Learning. Czaja, R. & Blair, J. (2005). Designing surveys: A guide to decisions and procedures. Thousand Oaks, CA: Sage Publications. Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning. Lind, D., Marchal, W. & Wathen, S. (2012). Basic statistics for business and economics (8th ed.). Boston, MA: McGraw-Hill Education. McClave, J. T. & Sincich, T. (2009). Statistics (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

ISBA 262 INTRODUCTION TO HUMAN RESOURCE MANAGEMENT (Credit – 3) This course is designed to introduce students to Human Resource Management (HRM) as a discipline in management studies. Topics to be covered include definitions, development, scope, processes of HRM; Human Resource (HR) planning, HR training and development; HR compensation and reward systems; employee-management relations (including health and safety measures, motivation and motivational strategies); labour and industrial relations; international HR management; and HR research (including information management systems); effects of environmental changes on organizational design, corporate culture, and HRM policies and practices.

236 Reading List Bamfield P. & Kay, R. (2012). Introduction to human resource management. New York, NY: Oxford University Press. Dowling, P., Festing, M., & Engle Sr, A. D. (2008). International human resource management: Managing people in a multinational context. London: Cengage Learning. Piesie-Anto, O. (2013). Understanding human resource management. Accra: EcoMedia Network Publishing. Pinnington, A., & Edwards, T. (2000). Introduction to human resource management. Oxford: Oxford University Press. Wilton, N. (2010). An introduction to human resource management. London: Sage Publications.

ISBA 266 INTRODUCTION TO ECONOMICS (Credit – 3) This course introduces the student to the basics of economics that explain the economic behaviour (or decision-making) of economic agents such as consumers, business firms, and governments. The course covers microeconomics with focus on the basic economic theories such as human wants, scarcity and choice; the behaviour of consumers and producers in satisfying such wants using scarce resources; the rationale for specialization and exchange/trade; and macroeconomics which deals with aggregate economy, emphasizing on national income, output, consumption, unemployment,inflation,savings,investment,international tradeandinternational finance; economic policy and growth. Reading List Brue, M. (2002). Economics: Principles, problems and policies. Boston, MA: McGraw-Hill. Campbell, M. R. & Stanley B. L. (2008). Macroeconomics: Principles, problems and policies (17th ed.). New York, NY: McGraw Hill Irwin. Griffiths, A. & Stuart, W. (2005). Economics for Business and Management. New York, NY: Pearson Education Ltd. Lipsey, G. R. & Chrystal, A. K (2005). Economics (10th ed.). New York, NY: Oxford University Press. Ricketts, M. (2002). The economics of business enterprise: an introduction to economic organisation and the theory of the firm. Northampton, MA: Edward Elgar Publishing.

237 ISBA 268 COMMERCIAL LAW (Credit – 3) This course aims at introducing students to the study of law and the basics of legal reasoning. Topics include the concept and nature of the law; the common law and equity; the Ghana legal system, and the fundamental principles of the law of contract; principles of sale of goods, hire purchase, agency and basic employment law; concepts and principles of company law; the basic laws relating to national and international banking (bank deposits and banking transactions; issuance/acceptance/forgery/dishonor of cheques), and tortious duties.

Reading List Adagewine, G. (2011). Selected topics on business law in Ghana. Accra: DOTS Concept. Barron, M. L. (2006). Fundamentals of business law. New York, NY: McGraw Hill Bondzie-Simpson, P. E. (2002). Law of contract with special reference to the law of Ghana. Accra: Excellent Publishing & Printing Lindsay, G. (2003), Contract law (Nutshell Series). Sydney: LBC. Schaffer, R., Agusti, F., & Dhooge, L. (2014). International business law and its environment. Belmont, CA: Cengage Learning.

ISBA 270 INTRODUCTION TO MANAGEMENT INFORMATION SYSTEMS (Credit-2)

This course introduces students to the concepts, principles and the practice of information systems. Topics include components, types, and management concerns of information systems; types of information systems, strategic value of creating an information technology infrastructure, and the impact of information technology on organizations; types of decision-making at each level in the organization; enterprise perspective on controlling the use of information systems (security/control, integrity, ethical/social implications); understanding management issues such as teamwork, change management, risk and project changes, quality management; and system development and maintenance. Reading List Baltzan, P. & Phillips, A. (2008). Business-driven information systems. Boston, MA: McGraw-Hill Irwin. Laudon, J. P. & Laudon, K. C. (2006). Management information systems (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Laudon, J. P. & Laudon, K. C., (2011). Essentials of management information systems. Upper Saddle River, NJ: Pearson Prentice Hall.

238 O’Brien, J. A. (2010). Management information systems. Boston, MA: McGraw-Hill Irwin. O’Brien, J. A., & Marakas, G. M. (2005). Introduction to information systems (Vol. 13). Boston, MA: McGraw-Hill/Irwin.

LEVEL 300 COURSES

ISUC 356 ENTREPRENEURSHIP AND SMALL BUSINESS MANAGEMENT (Credit-3) The course aims at introducing students to the theoretical and practical aspects of entrepreneurship as well as the role of the small-and medium-scale enterprises (SMEs) in economic development. Topics to be treated include meaning and characteristics of entrepreneurship and small-business development; managing local small enterprises in major functional areas; types and nature of government-private assistance schemes to mitigate the problems of SMEs in Ghana; current experiences in foreign small-business and entrepreneurship development, and methods for analyzing and resolving management problems of SMEs.

Reading List Allen, K. R., Meyer, E. C., Beck, I., Farr, R., & Strickland, D. (2006). Entrepreneurship and small business management. Hightstown, NJ: Glencoe. Bank of Ghana (2006) Financing small and medium enterprises in Ghana: The need for market-oriented interventions. Accra: Bank of Ghana. Gockel, A. F. & Akoena, S.K. (2002). Financial intermediation for the poor: credit demand by micro, small and medium scale enterprises in Ghana – A further assignment for financial sector policy? Geneva: International Labour Organisation (ILO). Kuratko, D. F. & Hodgetts, R. M. (2007). Entrepreneurship in the new millennium. New Delhi: South Western. Megginson, L. C., Byrd, M. J. & Megginson, W. L. (2006). Small-business management: An entrepreneur’s guidebook. New York, NY: McGraw- Hill Irwin. Storey, D. J., & Greene, F. J. (2010). Small business and entrepreneurship. Upper Saddle River, NJ: Financial Times/Prentice Hall.

239 ISCO 351 RESEARCH METHODS IN COMMUNICATION STUDIES (Credit-3) The course introduces students to the methods and processes of research in mass communication. Topics to be treated include communication research, basic concepts in scientific research, sampling, levels of measurement, problems in measurement, methods of data collection, content analysis, observational techniques, data analysis and interpretation, basic statistical concepts, data presentation, research report writing and presentation, documentation, referencing, bibliography, and the importance of using technology as a basic tool in research. Reading List Arthur, A.A. (2013). Media and communication research methods: An introduction to qualitative and quantitative approaches. New York, NY: Publishers. Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education, Inc. Fraenkel, J.R. & Wallen, N. E. (2000). How to design and evaluate research in education (2nd ed.). London: Prentice Hall Limited. Kara, H. (2012) Research and evaluation for busy practitioners: A time-saving guide. Bristol: The Policy Press. Piesie-Anto, O. (2012). Solving the African problem: Understanding basic research methods. Accra: AUCC Publishers. Tetteh, E. N. & Tsedzah, V. A. (2011). Research writing: Step-by-step guide for presenting Long Essays, theses and dissertations. Accra: Akrong Publications Limited.

ISCO 352 AUDIENCE SURVEY RESEARCH (Credit -3) This course seeks to introduce students to the theory and practice of audience survey research through the application of effective and appropriate research tools to define and describe various publics contained within the mass audience. Topics to be treated include content analysis, sampling practices, data analysis and interpretation of results and pragmatic task activities via Nielsen, Arbitron, SRDS, and related data sources.

240 Reading List DeVault, G. (2013). Analyzing and reporting on respondent scores surveys research: How to move customer satisfaction ratings to the highest top- box scores. Chicago, IL: University of Chicago Press. DeVault, G. (2013). Freemarket research tools for small businesses or entrepreneurs: More Do-It-Yourself market research tools are available. Chicago, IL: University of Chicago Press. Gunter, B. (2000). Media research methods: Measuring audiences, reactions and impact. London: Sage Publications. Rea, L. M. & Parker, R. A. (2012). Designing and conducting survey research: A comprehensive guide (3rd ed.). New York, NY: John Wiley & Sons. Wimmer, R.D. & Dominick, J.R. (2014). Mass media research: An introduction (10th ed.). Belmont, CA: Wadsworth.

ISCO 353 COMMUNICATION THEORY (Credit-3) This course is designed to introduce students to the various concepts, theories and models of communication. Topics to be treated include the historical development of communication theory, models of communication and the major theories of communication including the normative theories, source theories, message theories, channel theories, audience theories and international communication theories.

Reading List Arthur, A. A. (2013). Media analysis techniques. New York, NY: Sage Publications. Brian, L. O. & Mack, R. L. (2014). Critical media studies: An introduction. New York, NY: John Wiley & Sons. McPhail, T. L. (2010). Global communication: Theories, stakeholders and trend (3rd ed.). Oxford: Blackwell Publishing. McQuail, D. (2010). McQuail’s mass communication theory (6th ed.). Boston, MA: McGraw-Hill Miller, K. (2005). Communication theories: Perspectives, processes and contexts (2nd ed.). New York, NY: McGraw-Hill. Rothwell, J.D. (2012). In the company of others: An introduction to communication (3rd ed.). New York, NY: Oxford University Press.

241 ISCO 354 EDITING AND PAGE PLANNING (Credit -3) This course is designed to provide students with an understanding of the principles, concepts, tools and techniques, as well as ethics and practices in editing, headline writing, use of photographs, page layout/design/planning and proof reading. The course will also provide hands-on instructions in basic editing techniques such as news judgment, skills and tools, grammar, good writing, principles of editing local stories, editing for brevity and clarity, editing features, writing and editing headlines. Reading List Boules, D. & Borden, D. L. (2010). Creative editing (4th ed.). Belmont, CA: Thomson Wadsworth. Burrough-Boenisch, J. (2013). “Didactic editing: Bringing novice writers into the arena of scholarly publishing”. In: Matarese, V. (Ed.) Supporting Research Writing: Roles and challenges in multilingual settings. Oxford: Chandos. pp.207–220. Friend, C., Challenger, D. & McAdams, C. (2011). Contemporary editing (3rd ed.). New York, NY: Routledge. Greco, A. N. (2013). The book publishing industry. New York, NY: Routledge.

Matarese, V. (2011). “Multiple rejections: Role of the writing process” Lancet378 (9799): 1296.

ISCO 355 NEWS REPORTING AND WRITING FOR PRINT MEDIA (Credit-3)

This course is designed to introduce students to the rudiments of news reporting and writing for print media. Students will be made to understand the sources of information, and will be taken through the techniques of interviewing and gathering information, analyzing information, reporting and writing news and feature stories. Topics will also include sources of news, effective interviewing skills, information gathering techniques, writing the news story, news story format for print media, using quotations, attributes, and background.

242 Reading List Associated Press (2013). The Associated Press stylebook and briefing on media law. (46th ed.). New York, NY: Basic Books. Borjesson, K. (Ed.) (2002). Into the buzzsaw: Leading journalists expose the myth of a free press. New York NY: Prometheus Books. Gibbs, C. K., & Warhover, T. (2002). Getting the whole story: Reporting and writing the news. New York, NY: Guilford Press. Rich, C. (2015). Writing and reporting news: A coaching method. Boston, MA: Cengage Learning. Robinson, S. (2011). “Journalism as process: The organizational implications of participatory online news”. Journalism & Communication Monographs13(3): 137. Sterling, C. H. (Ed.) (2009). Encyclopedia of journalism. Thousand Oaks, CA: Sage Publications. The Missouri Group (2013). News reporting and writing. New York, NY: Associated Press.

ISCO 356 NEWS AGENCY REPORTING (Credit -3) The course is designed to introduce students to the various news agencies, both national and international. Locally, the Ghana News Agency is the torchbearer. Internationally, agencies such as Reuters, Agence-France-Presse and Associated Press will be in focus. Their functions and role in news reporting will be examined with special emphasis on modern trends in news agency reporting. Students will be made to understand the philosophy of news agencies and how such philosophy influences the style of reporting.

Reading List Associated Press (2013). The Associated Press stylebook and briefing on media law (46th ed.). New York, NY: Basic Books. El-Nawawy, M., & Iskander, A. (2002). Al-Jazeera: How the free Arab news network scooped the world and changed the Middle East. Cambridge, MA: WestView. Hasty, J. (2005). The press and political culture in Ghana. Bloomington, IN: Indiana University Press. Paterson, C. A. & Sreberny, A. (Eds.) (2004). International news in the 21st Century. Luton: University of Luton Press. Stephens, M. (2007). A history of news (3rd ed.) Oxford: Oxford University Press.

243 ISCO 357 PHOTOJOURNALISM (Credit-3) This course introduces students to the tools, methods, techniques and ethics of photojournalism. Topics to be treated will include the history and early technological developments in photojournalism, influence on mass culture, still and motion pictures, etc. It offers students the experience of handling cameras, films, lighting, studio equipment, the dark room. Students will be exposed to creative techniques in photo composition and photo editing, colour photography, specialized photo reporting, reversal film processing, photo- journalism management, documentary, and ethics in photography. Reading List Boudjela, B. & Provencal, N.O. (2010). Ghana, who knows tomorrow. Paris, France: Les Éditions de l’Oeil’ Caple, H. (2013). Photojournalism: A social semiotic approach. London: Palgrave Macmillan. Kobre, K. (2008). Photojournalism: The professional’s approach (6th ed.). Burlington, MA: Focal Press. Langton, L. (2008). Photojournalism and today’s news: Creating visual reality. Chichester: Wiley Blackwell. Linfield, S. (2011). The cruel radiance: Photography and political violence. Chicago, IL: University of Chicago Press. Newton, J. (2013). The burden of visual truth: The role of photojournalism in mediating reality. New York, NY: Routledge.

ISCO 358 REPORTING AND WRITING IN LOCAL LANGUAGES (Credit- 3) This course focuses on the role, benefits and threats of the use of local languages in the media setting in Ghana. Discussions will focus particularly on the electronic media where local language programming has been on the ascendancy. Topics for discussion include the use of appropriate language, upholding of the code of ethics, application of decency and decorum in writing and reporting, issues of accuracy, embellishment and over-elaboration of news in local languages.

Reading List Ahmed, A. S. (2012). Broadcasting reform in Ghana: A critical analysis of broadcasting policy and regulatory change 1994-2008 (Doctoral dissertation, University of the Witwatersrand, Johannesburg). Heine, B., & Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge: Cambridge University Press. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

244 Kolodzy, J. (2006). Convergence journalism: writing and reporting across the news media. Lanham, ML: Rowman & Littlefield. National Media Commission. (2009). National Media Policy. Accra: Gold-Type Ltd. Simpson, R., Harris, J., & Scherer, M. (2013). Covering violence: a guide to ethical reporting about victims & trauma. New York, NY: Columbia University Press.

ISCO 359 MEDIA AND SOCIETY (Credit-3) The course will focus on how the media affect society; and how society, in turn, responds to the media. Discussions will include concepts, theories and paradigms connected to the relationship between the media and society, with particular attention to social influences (economics, politics, technology, law and culture) that shape media messages; the power and influences associated with media messages and practices, and the dynamic nature of the media in society. Reading List Berger, A.A. (2012). Media and society: A critical perspective (3rd ed.). New York, NY: Publishers. Campbell, R. & Jensen, J. (2013). Media in society: A brief introduction. New York, NY: Publishers. Croteau, D.R. & Hoynes, W.D. (2012). Media and Society: Industries, images and audiences. New York, NY: Publishers. Curran, J. (2011). Media and Society (5th ed.). New York, NY: Publishers. O’Shaughnessy, M. (2012). Media and society (5th ed.). New York, NY: Publishers. Rodman, D. (2010). Mass media in a changing world (3rd ed.). New York, NY: McGraw-Hill.

ISCO 361 THE MEDIA IN AFRICA (Credit -3) The course will introduce students to media practice within the context of Africa. Topics to be treated include the history, development, achievements, constraints, impacts, and the way forward in African media practices; forms of media in Africa; producers of the media: the African journalists, film directors, disc jockeys, actors, and entertainers who construct the African public sphere through talent and ingenuity, drawing on cultural knowledge and social relationships; African audiences and active involvement in media forms; using media to participate in national conversations on such topics as gender, environmentalism, corruption, and development; the expression of African media to ethnic, political, and religious identities; and the current trend of

245 media practice as regards Africa’s emancipation, growth and development and how such developments affect world affairs positively and negatively.

Reading List De Haas, H. (2007). The myth of invasion: Irregular migration from West Africa to the Maghreb and the European Union. Oxford: International Migration Institute. Flew, T. (2005). New media: An introduction. Oxford: Oxford University Press. Hagos, A. (2000). Hardened images: the Western media and the marginalization of Africa. Trenton, NJ: Africa World Press. Hasty, J. (2005). The press and political culture in Ghana. Bloomington, IN: Indiana University Press. Hydén, G., Leslie, M., & Ogundimu, F. F. (Eds.). (2003). Media and democracy in Africa. New Jersey, NJ: Transaction Publishers. Wasserman, H. (Ed.). (2013). Press freedom in Africa: Comparative perspectives: New York, NY: Routledge.

ISCO 362 THE MEDIA IN GHANA (Credit-3) This course is aimed at introducing students to media practice in Ghana. Topics to be treated include the history, growth, trends and development of the print and electronic media in Ghana. The advent of the ICT and new media and on-line journalism and their implications for media growth and development in Ghana will be looked at. The students will also be introduced to the constitutional provisions as well as the regulatory bodies of the media in Ghana such as the Media Commission, Ghana Journalists Association, and the National Communications Authority. Reading List Blankson, I. A. & Murphy, P. D. (2007). Negotiating democracy: Media transformations in emerging democracies. New York, NY: SUNY Press.

Boyd-Barrett, O. (2000). National and international news agencies: Issues of crisis and realignment. Gazette: International Journal for Communication Studies, 62, 5-19.

Gadzekpo, A. (2007). Fifty years of the media’s struggle for democracy in Ghana: Legacies and encumbrances. Ghana Studies Journal, Vol. 10, pp. 89-106. Ghartey-Tagoe, D. (2010). The broadcaster’s companion. Accra: Black Mask Ltd. Hasty, J. (2005). The press and political culture in Ghana. Bloomington, IN: Indiana University Press.

246 National Media Commission. (2009). National Media Policy. Accra: Gold-Type Ltd. Republic of Ghana (1992). The 1992 Constitution of Ghana. Accra, Ghana: Ghana Publishing Company Ltd.

ISCO 363 COMMUNITY RADIO (Credit -3) This course seeks to adopt the use of radio in speeding up the development efforts of communities particularly those of peri-urban and rural areas. Topics to be treated include the concept of community radio, community participatory styles in broadcasting, information dissemination on local agriculture and cottage industry improvements, health and sanitation, functional literacy education, rural urban migration, communal labour and corporative living, modernization of chieftaincy and other traditional practices such as funerals, puberty rites and witchcraft. Reading List Fogg, A., Korbel, P., & Brooks, C. (2005). Community radio toolkit. Manchester: Radio Regen. Fraser, C., & Estrada, S. R. (2001). Community radio handbook. Paris: UNESCO. Librero, F. (2004). Community broadcasting: Concept and practice in the Philippines. Nanyang, Philippines: Nanyang Technological University. Myers, M. (2000). Community radio and development: Issues and examples from Francophone West Africa --African broadcast cultures: Radio in transition. Oxford: James Currey. Price-Davies, E., & Tacchi, J. (2001). Community radio in a global context: A comparative analysis. Sheffield: Community Media Association.

Ufuoma, A. (2012). Community radio regulation and its challenges in Ghana. Journal of African Media Studies, 4(2), 193-207.

ISCO 364 FOREIGN NEWS REPORTING (Credit -3) This course is aimed at developing the skills of students in accurately reporting foreign news to local audiences. Students will be introduced to the use of search engines such as Google to access information from the internet; tracking down information from international broadcasting stations; story organization, interview techniques, developing sources, research methods, and grammar and style; journalistic practices and how they are changing; news judgment, ethical standards, fairness and balance, writing for different

247 audiences, and the role of journalists in society; challenges facing foreign correspondents today and how the news industry can sustain international reporting at a time of great upheaval in the media. Reading List Amanpour, C. (2008). International news reporting: frontlines and deadlines. Malden, MA: Wiley-Blackwell. Associated Press (2013). The Associated Press stylebook and briefing on media law (46th ed.). New York, NY: Basic Books. Hamilton J. M. (2009). Journalism's roving eye: A history of American foreign reporting. Baton Rouge, LA: Louisiana State University Press: Owen, J. & Purdey, H. (2008). International news reporting: Frontlines and deadlines. New York, NY: Publishers. Rich, C. (2012). Writing and reporting news: A coaching method [Wadsworth Series in Mass Communication and Journalism]. New York, NY: Cengage Learning. The Missouri Group (2013). News reporting and writing. New York, NY: Associated Press.

ISCO 366 PUBLIC RELATIONS WRITING (Credit -3) This course introduces students to the approaches and techniques for conducting research and writing within key public relations contexts. Topics for this course include: journalistic research, copywriting, research and writing for broadcast, web research, writing for the Web, transforming technical information for general audiences, and media release writing; ethics involved in researching and writing for public relations contexts; cultural, psychological, social, ethical, legal and aesthetic aspects of television, radio, film, print journalism, new communication technologies and other mass media channels in contemporary society. Reading List Associated Press. (2013). The Associated Press stylebook and briefing on media law. (46th ed.). New York, NY: Basic Books. Bivins, H. T. (2013). Public relations writing: The essentials of style and format (7th ed.). New York, NY: McGraw-Hill. Foster, J. (2005). Effective writing skills for public relations (3rd ed.). Sterling, VA: Kogan Page.

248 Hendrix, J.A., Hayes, D.C. & Kumai, P.D. (2012). Public relations cases. New York, NY: Mariner Books. Stacks, D.W. (2010). Primer of public relations research (2nd ed.). New York, NY: Mariner Books.

ISCO 367 SOCIO-CULTURAL REPORTING (Credit-3) The course is aimed at teaching the principles of reporting and writing on socio-cultural issues as they impact on Ghana in particular and developing countries in general. Topics to be treated include globalization, foreign relations and diplomacy, crime, moral decadence, road accidents, ‘Trokosi’, female genital mutilation (FGM), puberty rites. Other issues such as the effects of such phenomena as rainstorms and flood on people’s livelihoods, rural-to-urban migration, unemployment, cultural adulteration, etc. will form the basis of lectures and discussions. Reading List Assimeng, J. M. (2007). Social structure of Ghana: A study in persistence and change. Tema: Ghana Publishing Corp.

Barnard, R., & Campbell, L. (2005). Socio-cultural theory and the teaching of process writing: The scaffolding of learning in a university context. The TESOLANZ Journal, 13, 76-88. Lauterer, J. (2006). Community journalism. Chapel Hill, NC: University of North Carolina Press. Meyers, C. (2010). Journalism ethics: A philosophical approach. Oxford: Oxford University Press. Nukunya, G. K. (2003). Tradition and Change in Ghana: An introduction to sociology. Accra: Ghana Universities Press. Oppong, C. (2013). Growing up in Dagbon (Fifty years of family change in Ghana). Tema: Ghana Publishing Corp.

ISCO 368 SPORTS REPORTING (Credit-3) This course seeks to develop students’ skills and practices in sports reporting. Topics will cover basic elements of news writing and reporting, history of sports journalism, audience survey writing, ethics in sports writing and reporting, match fixing and drug abuse, nature and operations of sports bodies and associations in Ghana, challenges and constraints in sports writing and reporting, overcoming challenges in sports writing, and prospects of sports writing as a profession.

249 Reading List Bediako, K. (2012). The complete history of the Ghana Football League 1958- 2012. Accra, Ghana: Ken Bediako. McDougall, C. & Stout G. (2014). The best American sports writing. New York, NY: Mariner Books. Schultz, B. (2014). Sports Media: Reporting, Producing, and Planning. New York, NY: CRC Press. Steen, R. (2007). Sports journalism: A multimedia primer. New York, NY: Routledge. Vigah, J. (2008). Guide to sports journalism. Accra: Excellent Printing Press. Wilstein, S. (2001). Associated Press sports writing handbook. New York, NY: McGraw-Hill.

ISCO 369 PUBLIC RELATIONS MANAGEMENT (Credit-3) This course is designed to examine the application of strategic management principles to the development of public relations programmes. Emphasis will be placed on public relations as a management function both internally and externally. Through case studies, students will examine the key principles in primary public relations practice. Topics include media relations, employee relations, community relations, government relations, consumer relations issues, management and crisis communications. Reading List Grunig, J. E. (Ed.). (2013). Excellence in public relations and communication management. New York, NY: Routledge. Marshall, T. (2002)."Ethics – Who needs them?" Journal of Communication Management 7(2): 107–112. McKee, K.B. & Lamb, L. (2009). Applied public relations: Cases in stakeholder management (2nd ed.). New York, NY: Routledge. Seitel, F. P. (2007). The practice of public relations (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Tapscott, D. (2009). Grown up digital: How the next generation is changing your world. New York, NY: McGraw Hill.

250 ISCO 371 COMMUNICATIONS IN ISLAMIC THOUGHT (Credit-3) The course seeks to introduce students to contemporary thoughts in communication specifically from an Islamic perspective. It takes into cognizance the mode of communication of the Prophet of Islam within the Islamic community, and how such method served as a guide for Muslims. Topics include the history of communication in Islam at various stages of its theoretical development, types, levels and channels of communication as related to Islamic thought and practice as well as the contributions of contemporary Islamic scholarship on communication studies.

Reading List Al-Sherif, M. A. (2000). Towards an effective and influential Islamic information. Tripoli: Islamic Popular Leadership. Hoover, S. M., & Clark, L. S. (Eds.). (2002). Practicing religion in the age of the media: explorations in media, religion, and culture. New York, NY: Columbia University Press. Jalil, S. A. (2009). Growing in public relations: lessons from the past. Kuala Lumpur: IIUM Press. Marks, L. U. (2010). Enfoldment and Infinity: An Islamic Genealogy of New Media Art. Cambridge, MA: Mit Press. Mohammadi, A. (Ed.). (2002). Islam encountering globalization (Vol. 2). New York, NY: Psychology Press.

ISCO 372 EVENT PLANNING AND MANAGEMENT (Credit-3) This course seeks to introduce students to strategizing and operationalizing the event management plan. Topics to be treated include the principles and concepts in events planning and management; various aspects of event management plan comprising developing the event (conceptualization, definition of goals, etc.); development of check list; inspection of location and facilities such as health and safety facilitation points, information bureau, ticketing booths, car parks, etc.; managing participants on events day/week; fixing of equipment and testing backups; transportation arrangements for staff, media, security; monitoring and evaluation processes; writing and distribution of reports.

251 Reading List Allen, J. (2009). Event planning: The ultimate guide to successful meetings, corporate events, fundraising galas (2nd ed.). New York, NY: John Wiley & Sons. Allen, J. (2010). The business of event planning: Behind-the-scenes secrets of successful special events. New York, NY: John Wiley & Sons. Fench, G.G. (2014). Planning and management of meetings, expositions, events and conventions. Upper Saddle River, NJ: Prentice Hall. Getz, D. (2005). Event management and event tourism. New York, NY: Cognizant Communication Corporation. Graham, S., Goldblatt, J. J. & Neirotti, L. D. (2001). The ultimate guide to sports marketing. New York, NY: John Wiley & Sons.

ISCO 374 MARKETING OF COMMUNICATION SERVICES (Credit-3) This course introduces students to the role of Public Relations (PR) in the marketing operations of organizations, and seeks to engage the students in how to factor PR planning and campaign development strategies into the formulation of the marketing mix. Topics will cover the definitions, goals and processes of integrated marketing communication, public relations planning, and PR campaign development strategies. Emphasis will be on the PR role of communicating key messages to defined target audiences within an organization’s marketing chain to influence customer-purchasing decisions as well as covering the link between other marketing communication activities such as advertising, sales promotion, direct mail, personal selling and online marketing.

Reading List Arens, W. F, Weigold, M. F. & Arens, C. (2012). Contemporary advertising and integrated marketing communication (14th ed.). Berkshire, England: McGraw Hill Higher Education. Ferrell, O.C. & Hartline, M.D. (2012). Marketing strategy (6th ed.). New York, NY: Publishers. Kuada, J., & Hinson, R. (2014). Service Marketing in Ghana: A Customer Relationship Management Approach. Abuja: Adonis & Abbey Publishers Ltd. O’Guinn, T., Allen, C. T. & Semenik, R. J. (2012). Advertising and integrated brand promotion (6th ed.). Boston, MA: Cengage Learning. Skinner, C. & Yankah, K. (2011). Proactive public relations. Accra: Black Mask Limited. Tanner, J. & Raymond, M. A. (2012). Principles of Marketing. London: McGraw-Hill.

252 ISCO 376 CREATIVITY IN ADVERTISING I (Credit -3) This course introduces students to the elements of advertising creativity, which involve strategizing, planning and development processes. Topics include definitions, concepts and theories of creativity; advertising creativity; importance of creativity in advertising; planning creative strategy; the creative process; and creative strategy development. Creative advertising is very important because it is what gives one product advantage over another.

Reading List McStay, A. (2013). Creativity and advertising: Affect, events and process. New York, NY: Routledge. Moriarty, S., Mitchell, N. D., Wells, W. D., Crawford, R., Brennan, L., & Spence-Stone, R. (2014). Advertising: Principles and practice. Sydney: Pearson Australia. Nixon, S. (2003). Advertising cultures: gender, commerce, creativity. New Delhi: Sage. Spurgeon, C. (2007). Advertising and new media. New York, NY: Routledge. Tyagi, C. L. & Arun, K. (2004). Advertising management. New Delhi: Atlantic Publishers.

ISCO 377 ADVERTISING MEDIA PLANNING AND MANAGEMENT (Credit -3) This course introduces the role of media in the advertising environment and addresses media planning and management in advertising. Topics to be treated include types of media advertising; concepts and processes in media planning as related to advertising and their respective roles in the reach, frequency, continuity, cost, and selection of the right type of media for specific and strategic advertising campaigns as well as the presentation of media proposals on media planning and management in advertising.

Reading List Belch, G. E. & Belch, M. A. (2004). Advertising and promotions. New York, NY: McGraw-Hill. Katz, H. (2014). The Media Handbook: A Complete Guide to Advertising Media Selection, Planning, Research, and Buying. London: Routledge. Kelly, L. D. &Jugenheimer, D.W. (2014). Advertising media planning: A brand management approach. New York, NY: Routledge. Sharma, S. & Singh, R. (2006). Advertising: Planning and implementation. New Delhi: Phi Learning. Wilmshurst, J. & Mackay, A. (2010). The fundamentals of advertising (2nd ed.). London: Routledge.

253 ISCO 378 MEDIA AND MUSLIM SOCIETY (Credit-3) This course focuses on the relationship between the media and Muslim society. Discussions will focus on how one affects the other. Discussions will also be about development issues affecting Muslim societies in particular and how such issues can be discussed in the media for the right impact to be made. Topics to be discussed include cultural relativism and stereotyping, coverage of Islam and terrorism, racism and gender issues with special focus on the Muslim society. Reading List Ali-Karamali, S. (2008). The Muslim next door: The Quran, the media, and that veil thing. Ashland, OR: White Cloud Press. Jackson, L. (2010). Images of Islam in US media and their educational implications. London: Taylor & Francis. Poole, E. (2002). Reporting Islam: Media representations of British Muslims. London: IB Tauris. Said, E. W. (2008). Covering Islam: How the media and the experts determine how we see the rest of the world. London: Random House. Sajoo, A. B. (Ed.) (2004). Civil society in the Muslim world: contemporary perspectives. London: IB Tauris. Schulz, D. E. (2006). Promises of (im)mediate salvation: Islam, broadcast media, and the remaking of religious experience in Mali. American Ethnologist, 33 (2), 210-229. Semati, M. (Ed.). (2007). Media, culture and society in Iran: living with globalization and the Islamic state (Vol. 5). London: Routledge.’

ISCO 382 CORPORATE SOCIAL RESPONSIBILITY (Credit-3) This course introduces students to the major contemporary trends in corporate citizenship, social and environmental responsibility and accountability. The course will discuss how communities and governments require organisations to be responsible and accountable for their performance in relation to their social and environmental responsibilities, which form part of an organization’s ethical values and strategic agenda. Topics will include understanding and implementation of enhanced organizational performance appraisal by way of social, environmental and ethical considerations as applied in traditional financial performance indicators.

254 Reading List Atuguba, R. & Dowuona-Hammond, C. (2006). Corporate social responsibility in Ghana. Report to the Friedrich Ebert Foundation (FES-Ghana). Buhmann, K., Roseberry, L. & Morsing, M. (2010). Corporate social and human rights responsibilities: Global, legal and management perspectives. New York, NY: Palgrave Macmillan. Crane, A., Matten, D. & Spence, L. (Editors) (2013). Corporate social responsibility: Readings and cases in a global context. London and New York, NY: Routledge. Crane, A., McWilliams, A. Matten, D., Moon, J. & Siegel, D. (Eds.). (2009). The Oxford Handbook of corporate social responsibility. Oxford: Oxford University Press. Crowther, D., & Aras, G. (2008). Corporate social responsibility. Copenhagen: Bookboon.

ISCO 384 ELECTRONIC BROADCAST REPORTING AND WRITING (Credit- 3) The course aims to develop students to acquire professional skills essential for competence in electronic news reporting, writing, editing and production for the web and broadcast. Topics include issues and problems in electronic news, use of electronic equipment and presentation; concepts and skills in producing professional quality webcasts; issues associated with reporter, editor, producer and website manager roles; ethics, finding stories, writing basics, researching techniques, covering news conferences, covering sensitive stories, interviewing, and visualizing stories.

Reading List Ghartey-Tagoe, D. (2010). The broadcaster’s companion. Accra: Black Mask Limited. Kawamoto, K. (Ed.). (2003). Digital journalism: Emerging media and the changing horizons of journalism. Lanham, Maryland: Rowman & Littlefield Publishers. Owen, J., & Purdey, H. (Eds.). (2008). International news reporting: Frontlines and deadlines. New York, NY: John Wiley & Sons. Pringle, P., & Starr, M. F. (2013). Electronic Media Management, Revised. New York, NY: Taylor & Francis. White, T. & Bama, F. (2005). Broadcast news writing, reporting and producing. London: Focal Press.

255 ISHR 316 CHANGE AND DIVERSITY MANAGEMENT IN ORGANIZATIONS (Credit -3) This course introduces students to processes that lead to change and diversity management in organizations. Topics include meaning, scope, concepts and elements of change and diversity; processes of change; features of diversity and change management; factors that drive change; organizational change; need for change; techniques to effect change; attributes of successful change management; principles of change management; activities for managing change; dynamics of organizational change; McKinsey 7S Framework for managing change; organizational design; and trends in organizational diversity and change management. Reading List Armstrong, M. (2006). A Handbook of Human Resource Management Practice. (10th ed.). Sterling, VA: Kogan Page. Reiss, M. (2012). Change management: A balanced and blended approach. London: Cengage. Thiederman, S. (2008). Making diversity work. New York, NY: Kaplan Publishing. Weiss, J. W. (2001). Organizational behavior and change: Managing diversity, cross-cultural dynamics and ethics. Cincinnati, OH: South-Western College Publication. Zastrow, C., & Kirst-Ashman, K. (2006). Understanding human behavior and the social environment. London: Cengage Learning.

ISMK 361 CONSUMER BEHAVIOUR (Credit -3) This course introduces students to the concept of consumer behaviour as related to customer-related decisions and need for their integration into the formulation of marketing strategies. Topics include consumer research, market segmentation, and consumer decision-making; communication (or information dissemination and diffusion) of innovations; marketing strategy and consumer behaviour; factors influencing consumer needs and wants; culture and consumerism issues. Reading List Hanna, N. & Wozniak, R. (2009). Consumer behavior: An applied approach. Upper Saddle River, NJ: Prentice Hall. Hawkins, D. I. & Mothersbaugh, D.L. (2010). Consumer behavior: Building marketing strategy (11th ed.). New York, NY: McGraw-Hill. Howard, R. (2004). Understanding the Global Economy. New York, NY: Peace Education Books. Schiffman, L.G. & Kanuk, L.L. (2010). Consumer behavior: Building marketing strategy (11th ed.). New York, NY: McGraw-Hill. Solomon, M. R., Bamossy, G., Askegaard, S., & Hogg, M. K. (2010). Consumer behaviour (4th ed.). London: Financial Times Press.

256 LEVEL 400 COURSES

ISCO 450 LONG ESSAY (Credit-3) This Long Essay is to be written by every final-year (Level 400) student. The purpose of this Long Essay is to provide the student with an opportunity to select and study a research problem of local importance and present his/her findings logically and systematically in clear and concise prose. The research topic must be chosen from a field of study related to communication studies and must involve the use of analytic or predictive models, or research study using field research techniques and data analysis leading to sound generalizations and deductions, or a scientific analysis of a theoretical problem.

ISCO 451 COMMUNICATION LAW AND ETHICS (Credit-3) The course outlines and addresses the corpus of laws in Ghana concerning the media, and examines its operation in the Ghanaian context. It will also address mainstream media ethics. The course will cover topics such as the concept and classifications of law, development of the legal system in Ghana (history and courts structure), law and society, defamation, defences, the Criminal Code (examination of the different Acts), obscenity, contempt, libel, sedition, copyright, trademarks, fundamental rights and freedoms, ethics, public right to know, rights to privacy, constitutional and other statutory provisions relating to the media, codes of ethics, and frequency regulations.

Reading List Casmir, F. L. (Ed.). (2013). Ethics in intercultural and international communication. New York, NY: Routledge. Karikari, K., & Kumado, K. (Eds.). (2000). The law and the media in Ghana. Legon. Accra: University of Ghana. Lyombe, S. & Eko, S. L. (2012). New media, old regimes: Case studies in comparative communication law and policy. Lanham, ML: Lexington Books. Okigbo, C. (2004). Development and communication in Africa. Lanham, MD: Rowman & Littlefield Publishers. Pearson, M. (2007). The journalists’ guide to media law (3rd ed.). London: George Allen and Unwin. Shoemaker, P. J., & Cohen, A. A. (2005). News around the world: Content, practitioners, and the public. New York, NY: Routledge. Vivian, J., & Maurin, P. J. (2012). The media of mass communication. Toronto, Ontario: Pearson Canada.

257 ISCO 452 MEDIA PLANNING AND STRATEGY (Credit -3) This course is intended to help students understand how to appropriately strategize and plan for the media in an advertising company, and what factors to take into consideration. The course will expose students to the processes involved in media planning; how to develop a media plan; how to conduct a market analysis and identify a target market. Other topics include the concept of social marketing and strategies; establishing media objectives; developing and implementing media strategy; evaluation of media plan effectiveness by advertising agencies or independent researchers; ICT in media planning; and characteristics of media. Reading List Belch, G.E. & Belch, M.A. (2006). Advertising and promotion (7th ed.). New York, NY: McGraw- Hill. Kelley, L. D., & Jugenheimer, D. W. (2008). Advertising Media Planning. Armonk, NY: ME Sharpe. Moriarty, S.E., Wells, W. & Mitchell, N. (2009). Advertising: Principles and practice (8th ed.). Upper Saddle River, NJ: Pearson Prentice-Hall. Wilmshurst, J. & Mackay, A. (2010). The fundamentals of advertising (2nd ed.).London: Routledge. Young, A. (2014). Brand media strategy: Integrated communications planning in the digital era. Kings Cross, London: Palgrave Macmillan. ISCO 453 DEVELOPMENT COMMUNICATION (Credit-3) This course introduces students to concepts in development and how the media could be a tool in reaching rural audiences in order to tap and channel their energies into solving and improving on their economic, health and agricultural needs. The focus will be on the role of the media in engaging stakeholders, assessing risks and opportunities to ensure better and conducive local environment, promoting the exchange of ideas and information to bring about positive social change through sustainable development, and introducing to them time-tested strategies for poverty reduction initiatives. Reading List Mefalopulos, P. (2008). Development communication sourcebook: Broadening the boundaries of communication. Chinatown, Washington DC: World Bank Publications. Okigbo, C. & Eribo, F. (2004). Development and communication in Africa. Lanham, Maryland: Rowman & Littlefield. Ongkiko, I. V. C. & Flor, A. G. (2003). Introduction to development communication. Laguna, Philippines: University of the Philippines Open University. Servaes, J. (Ed.) (2008). Communication for development and social change. New Delhi: Sage Publications. India. Srinivas R., Melkote, H. & Steeve, L. (2001). Communication for development in the Third World: Theory and practice for empowerment. London: Sage Publications.

258 ISCO 454 NEWSPAPER AND MAGAZINE PRODUCTION (Credit-3) This course is aimed at teaching students the rudiments of newspaper and magazine production. Topics will include history of newspapers and magazines from colonial period to contemporary times, organization of the newspaper and magazine industries; newspapers and magazines in the digital age; defining features of newspapers and magazines; organization of newspaper and magazine production; newspaper and magazine ownership. Reading List Branston, G., & Stafford, R. (2003). The media student's book. New York, NY: Psychology Press. Kipphan, H. (2001). Handbook of print media: technologies and production methods. New York, NY: Springer Science & Business Media. Millman, D. (2008). The essential principles of graphic design. New York, NY: Allworth Press. Ryan, W. E. & Conover, T. E. (2010). Graphic communications today (4th ed.). Stamford, CT: Cengage Learning. Woolf, G. (2002). Publication production using Pagemaker: A guide to using Adobe PageMaker 7 for the production of newspapers, newsletters. New York, NY: Worsley Press. ISCO 455 CORPORATE COMMUNICATION (Credit-3) This course introduces students to a variety of communication functions related to an organization’s internal and external communications. It will expose students to the theory and practice of corporate communications and guide them to appreciate corporate communications as a strategic tool employed to gain strategic advantage. Topics to be covered include strategic communication; identity, image and reputation management; corporate social responsibility; media relations; internal communications; investor and government relations; and crisis communication. Reading List Argenti, P. A. (2012). Corporate communications (6th ed.). New York, NY: McGraw-Hill. Balmer, J. & Greyser, S. (Eds) (2002). Revealing the corporate: Perspectives on identity, image, reputation and corporate branding. New York, NY: Routledge. Cornelissen, J. (2011). Corporate communications: A guide to theory and practice (3rd ed.). London: Sage Publications. Doorley, J. & Garcia, H. G. (2010). Reputation management: The key to successful public relations and corporate communication. New York, NY: Routledge. Goodman, M.B. & Hirsch, P.B. (2014).Corporate communication: Critical business asset for strategic global change. New York, NY: Peter Lang Publishing Inc.

259 ISCO 456 TELEVISION AND RADIO BROADCAST PRODUCTION (Credit-3) This course introduces students to the preparation and presentation of news and other productions for radio and television, and will involve the students in further practice in writing, reporting, filming and news editing, with emphasis on radio and television production. Topics will include the use of photographs, films, video tapes, and sound in TV news, problems associated with such use, differences between radio and television production, the peculiar challenges that radio and television productions face, and how to resolve the challenges.

Reading List Gawlinski, M. (2003). Interactive television production. New York, NY: Taylor & Francis. Ghartey-Tagoe, D. (2010). The broadcaster’s companion. Accra: Black Mask Limited. Hillard, R.L. (2014). Writing for Television, Radio, and New Media (Cengage Series in Broadcast and Production). New York, NY: Cengage Learning. White, T. & Bama, F. (2005). Broadcast news writing, reporting, and producing. London: Focal Press. Zettl, H. (2011). Television production handbook. New York, NY: Cengage Learning.

ISCO 457 INTERNATIONAL COMMUNICATION SYSTEMS (Credit 3) This course will introduce students to the historical, political, economic and socio-cultural media practices from the global perspective. Topics include transmission/switching/distribution technologies (ATM, SDH, TCP/IP, routers, DSL, cable modems, VoD, VoIP, WDM, etc.); system control, network/service management; network and internet protocols and standards; client-server, distributed and web-based communication systems; broadband and multimedia systems and applications; trials of advanced systems and services; novel concepts and improvements in technique; and performance evaluation issues and methods.

260 Reading List Akinfeleye, R. (2008). Contemporary issues in mass media for development and national security. Lagos: Malthouse Press Limited. Beasley, J.S. & Hymer, J.D. (2013). Electronic communications: A system approach. New York, NY: Prentice Hall. Mojaye, E. M., Oyewo, O. O., M’Bayo, R. T. & Sobowale, I. A. (2008). Globalization and development communication in Africa. Ibadan, Nigeria: Ibadan University Press. Proaksiis, J.G. & Salehi, M. (2013). Fundamentals of communication systems (2nd ed.). New York, NY: Prentice Hall. Thussu, D. K. (2006). International communication: Continuity and change. New York, NY: Oxford University Press.

ISCO 458 COMMUNICATION MATERIALS PRODUCTION (Credit – 3) This course is aimed at preparing students to produce printed, graphic and visual communication materials required as part of the public relations and advertising function. The course will cover the preparation and production of the materials, including press releases, speeches, brochures, house journals, newsletters, periodicals, handbooks, magazines, and video materials; stages and concepts of materials development. The students will work with experts in the field, including photographers, artists, graphic designers etc. in producing the materials.

Reading List Bowles, D. &. Borden, D. L. (2004). Creative editing (4th Ed.). Belmont, CA: Thomson Wadsworth. Downs, S. (2013). The graphic communication handbook. London: Routledge. Johansson, K., Lundberg, P. & Rydberg, R. (2012). A guide to graphic print production. East Orange, NJ: John Wiley & Sons. Kawamoto, K. (Ed.). (2003). Digital journalism: Emerging media and the changing horizons of journalism. Lanham, Maryland: Rowman & Littlefield Publishers, Inc. Patterson, J. & Saville, J. (2012). Viscomm: A guide to visual communication design. Cambridge: Cambridge University Press.

ISCO 461 INVESTIGATIVE JOURNALISM (Credit -3) This course will address the importance of unearthing significant information about matters of public concern through the use of non-routine information- gathering methods. Topics to be treated include definitions and types of investigative journalism, importance of and constraints in investigative journalism; the nature and practice of investigative journalism; discussion on the mission of investigative journalists and some of the ground rules they need to observe; discussion on the skills and personal qualities investigative

261 journalists need; identifying topics and approaches appropriate for investigative stories; critique and pointers from examples of African and other investigative journalists; relevance of time and money in gathering facts; security of investigative journalists and their information sources; and distinguishing between investigative journalism and ‘leak reporting’.

Reading List Davis, C. & David, C. (2010). The Art of Access: Strategies for Acquiring Public Records. Thousand Oaks, CA: CQ Press. De Burgh, H. (2013). Investigative journalism: Context and practice. London: Routledge. Diedong, A. (2008). Establishing journalistic standards in the Ghanaian press. African Communication Research, 1(2), 206-232. Hasty, J. (2005). The press and political culture in Ghana. Bloomington, IN: Indiana University Press. Houston, B. & Bruzzese, L. (2002). The investigative reporter's handbook: A guide to documents, databases and techniques (4th ed.). Bedford, UK: St. Martin's. Shapiro, B. (2003). Shaking the foundations: 200 years of investigative journalism in America. New York, NY: Thunder's Mouth Press/Nation Books.

ISCO 462 ECONOMIC AND FINANCIAL REPORTING (Credit-3) This course introduces students to the use of the knowledge and skills in news reporting and writing on economic and financial issues by using case studies and professional journal articles as bases for discussion and analysis. The course also presents topics such as financial accounting, analysis and disclosures that improve students’ understanding of the structures, processes, and trends in the economy and offers academic and technical training in the analysis and handling of economic issues and problems.

Reading List Aggarwal, V. B. (2006). Essentials of practical journalism. New Delhi: Concept Publishing Company. Gibson, C.H. (2010). Financial reporting and analysis: Using financial accounting information (12th ed.). ChulaVista, Canada: South-Western College. Hayes, K. (2013). Business journalism: How to report on business and economics. New York, NY: Apress Inc. Revsine, L. & Collins, D. (2014). Financial Reporting and Analysis (4th ed.). New York, NY: McGraw-Hill. Irwin; Schifferes, S. & Roberts, R. (2014). The media and financial crises: Comparative and historical perspectives. London: Routledge.

262 ISCO 464 INTERNET AND NEW MEDIA REPORTING (Credit -3) The course introduces students to processes and procedures for internet and new media reporting. Topics include the use of tools such as Facebook, Twitter, Instagram, and NextDoor, focusing on their capabilities, interactivity and the quality of information for community consumption; verification of information from social media; responsibilities to society, community and stockholders; effects of the Internet and related technologies on the fields of journalism, interactive advertising and public relations; search engines; personal branding; social networking and mobile platforming; doing research, interviews, and writing print news stories, broadcast scripts, and articles for the Internet.

Reading List Craig, R. (2005). Online journalism: Reporting, writing, and editing for new media. Belmont, CA: Thomson Wadsworth. Kolodzy, J. (2006). Convergence journalism: Writing and reporting across the new media. Lanham, Maryland: Rowman & Littlefield. Pavli, J. V. (2013). Journalism and new media. New York, NY: Columbia University Press. Qualman, E. (2010). Socialnomics: How social media transforms the way we live and do business. New York, NY: John Wiley & Sons. Scotton, J. F. & Hachten, W.A. (2011). The world news prism: Challenges of digital communication. New York, NY: Wiley & Sons.

ISCO 465 PUBLIC RELATIONS (PR) FIRM MANAGEMENT (Credit – 3) The course introduces students to the knowledge and skills of firm management by Public Relations (PR) practitioners. Topics include definition, meaning and scope of firm management; concept and application of strategic management principles; entrepreneurship, small- and medium-size enterprises (SMEs), and agency management; marketing the firm for growth; and managing the firm for profit; development of inter-personal and public relations programmes; conflict management and resolution.

Reading List Broom, G. M., Cutlip, S. M. &Center, A. H. (2012). Effective public relations (11th ed.). Upper Saddle River, NJ: Prentice Hall. Center, A. H. & Jackson, P. (2011). Public relations practices, managerial case studies and problems (7th ed.). Upper Saddle River, NJ: Prentice Hall. Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge, MA: Cambridge University Press. Lordan, E. J. (2003). Essentials of public relations management. Chicago, IL: Branham.

263 Regester, M., & Larkin, J. (2008). Risk issues and crisis management in public relations: A casebook of best practice. London: Kogan Page Publishers. Skinner, C. & Yankah, K. (2011). Proactive public relations. Accra, Ghana: Black Mask Limited.

ISCO 466 POLITICAL AND HUMAN RIGHTS REPORTING (Credit -3) The course introduces students to reporting on political and human rights issues by using case studies and professional journal articles as basis for discussion and analysis. Topics include politics and political party practice; elections and electoral practices; democracy and parliamentary/executive systems of governance; civil society and pressure groups, human rights and freedoms, court proceedings, good governance, and decentralization, local governance and rural development.

Reading List Atuguba, R. A. (2008). Human Rights and the Limits of Public Interest Law: Ghana's Reaction to a Messy World Phenomenon. UCLA J. Int'l L. & Foreign Aff.,13, 97. Donnelly, J. (2003). Universal human rights in theory and practice. New York, NY: Cornell University Press. ICHRT Report (2002). Journalism, media and the challenge of human rights reporting. Versoix: International Council on Human Rights (ICHR) Policy. Ishay, M. (2004). The history of human rights: From ancient times to the globalization era. Los Angeles, CA: University of California Press. Musa, B. A., & Domatob, J. K. (Eds.). (2012). Communication, Culture, and Human Rights in Africa. University Press of America. Shaw, I.S. (2011). Human rights journalism: Advances in reporting distant humanitarian interventions. London: Palgrave Macmillan. Stapenhurst, R., & Pelizzo, R. (2012). Improving democracy and accountability in Ghana: the importance of parliamentary oversight tools. Governance, 25(2), 335-346.

ISCO 469 ADVANCED NEWS REPORTING AND WRITING FOR PRINT MEDIA (Credit – 3) This course aims at introducing students to effective news reporting in the media. The course is thus designed to build upon the student’s news-writing skills and to assist him/her in evaluating news stories from the media. Topics will cover the process approach to writing, rudiments of news reporting, investigative reporting, interpretative reporting, feature writing, editorial writing, writing of commentaries, and reporting the interview.

264 Reading List Friedlander, E. & Lee, J. (2008). Feature writing for newspapers and magazines: The pursuit of excellence. Boston, MA: Wadsworth Publishing. Gibbs, C. K., & Warhover, T. (2002). Getting the whole story: Reporting and writing the news. New York, NY: Guilford Press. Rich, C. (2015). Writing and reporting news: A coaching method. Boston, MA: Cengage Learning. Maguire, M. (2014). Advanced reporting: Essential skills for 21st Century journalism. London: Routledge White, T. & Bama, F. (2005). Broadcast news writing, reporting and producing. London: Focal Press.

ISCO 472 NEWSROOM MANAGEMENT (Credit -3) This course introduces students to the concept of management and its application to the newsroom. Topics include definition, scope, theories, functions and principles of management; contemporary issues and methodologies of management and newsroom management; definition, scope, functions and principles of leadership; office management practices; human and inter-personal relations; conflict management and resolution; and case- studies on newsroom management.

Reading List Charles, W. (2012). Media management review. London: Routledge. George, S. (2009). Media management: A casebook approach. New York, NY: Taylor and Francis Group. Mellinger, G. (2013). Chasing newsroom diversity: From Jim Crow to affirmative action. Chicago, IL: University of Illinois Press. Quinn, S. (2002). Knowledge management in the digital newsroom. New York, NY: Taylor & Francis. Stepp, C. S. (2013). Editing for today's newsroom: New perspectives for a changing profession. London: Routledge.

ISCO 473 CREATIVITY IN ADVERTISING II (Credit – 3) This course introduces students to effective ways of implementing strategies in creative advertising that promote the image building and marketing of products. Topics include understanding creativity in advertising; steps in analyzing processes of creativity in advertising; evaluation of the processes involved; appeals and execution styles; creative tactics; concept of research; client dynamics evaluation and approval of creative work; buying time and selecting time periods; space placement and audience survey.

265 Reading List McStay, A. (2013). Creativity and advertising: Affect, events and process. New York, NY: Routledge. Moriarty, S., Mitchell, N. D., Wells, W. D., Crawford, R., Brennan, L., & Spence-Stone, R. (2014). Advertising: Principles and practice. Sydney: Pearson Australia. Nixon, S. (2003). Advertising cultures: gender, commerce, creativity. New Delhi: Sage. Spurgeon, C. (2007). Advertising and new media. New York, NY: Routledge. Tyagi, C. L. & Arun, K. (2004). Advertising management. New Delhi: Atlantic Publishers.

ISCO 475 DIGITAL COMMUNICATION STRATEGIES (Credit – 3) Digital communications is a course designed to teach digital communication skills including keying by the touch method, speech recognition, and use of hand-held devices. Emphasis is on the daily practice and operation of commonly used digital communication devices to develop and apply skills in the production of business communication and correspondence. Topics include communication skills; workplace simulations; hands-on projects; teamwork activities; leadership activities, meetings and conferences; the refinement of word processing skills, spreadsheet skills, and database skills; streaming, audio and video; social media; digital PR; digital ethics and privacy.

Reading List Argenti, P. A. & Barnes, C. M. (2009) Digital strategies for powerful corporate communications. New York, NY: McGraw Hill Professional. Burn, A. (2009). Making new media: Creative production and digital literacies. New York, NY: Peter Lang Publishing. Madhow, U. (2008). Fundamentals of digital communication. Cambridge, MA: Cambridge University Press. Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age (Vol. 3). New York, NY: McGraw-Hill. Young, A. (2014). Brand media strategy: Integrated communications planning in the digital era. London: Palgrave MacMillan.

ISCO 476 ADVERTISING AGENCY MANAGEMENT (Credit – 3) The course introduces students to the acquisition of knowledge and skills about advertising agency management. Topics to be treated include definition, scope and principles of advertising agency management; types of advertising agency; functions of advertising agency; personnel of advertising agency and

266 their various roles, functions and duties; organization, operation and management of advertising agency; types of advertising depth; functions of advertisement; ancillary advertising services; roles, functions and operations of screen printers and sign writers in the advertising industry. Reading List Batra, R., Myers, J. & Aaker, D. A. (2006). Advertising management. New Delhi:Dorling Kindersley. George, S. (2009). Media management: A casebook approach. New York, NY: Taylor and Francis Group. Gralpois, B. (2010). Agency mania: Harnessing the madness of Client-Agency relationships for high-impact results. New York, NY: Select Books. Halinen, A. (2012). Relationship marketing in professional services: A study of agency-client dynamics in the advertising sector. London: Routledge. Webb, R. (2015). Agency: Starting a creative firm in the age of digital marketing (Advertising age). London: Palgrave Macmillan.

ISCO 478 CRISIS MANAGEMENT (Credit – 3 ) The aim of the course is to introduce students to crisis management as an essential part of studying public relations (PR). Typically, proactive crisis management activities include forecasting potential crises and planning how to deal with them. Topics include the theories and concepts of crisis management, types of crisis in business, politics, and communities; the role of public relations in managing crises; crisis management forecasting and strategic planning; crisis communication and response plan; policy and regulations on crisis management, and ethical issues; alternative dispute resolution (ADR); negotiation processes; decision-making and consensus- building processes.

Reading List Crandall, R.W. & Pamell, J.A. (2013). Crisis management: Leading in the new strategy landscape. London: Sage Publications. Dezenhall, E. & Weber, J. (2011). Damage control: The essential lessons of crisis management (Revised & Updated). Manchester: Prospecta Press. Fagel, M.J. (2013). Crisis management and emergency planning: Preparing for today's challenges. London: CRC Press. Lattimore, D. & Baskin, O. (2004). Public relations: The profession and the practice. Reno, Nevada:Heineman. Seitel, F. & Pearson, P. (2007). The Practice of public relations (10th ed.). Upper Saddle River, NJ: Prentice Hall. Skinner, C. & Yankah, K. (2001). Proactive public relations. Accra: Black Mask Limited.

267 ISCO 483 ISLAMIC ETHICS IN MEDIA PRACTICE (Credit – 3) This course aims to introduce students to the issues and the epistemological principles underlying Islamic ethics and their relevance in media practice. Topics to be treated include the origins, definitions, concepts, scope and principles of Islamic Ethics or Akhlaq; the functions of the media; principles of media practice; and universal value judgments versus Islamic ethics.

Reading List Alia, V. (2004). Media ethics and social change. New York, NY: Psychology Press. Ghani, Z. A. (2004). Islamic values and ethics in the life of the communication scholar. Journal of Communication and Religion, 27(2), 58-62. Hirschkind, C. (2006). Cassette ethics: public piety and popular media in Egypt. Bloomington, IN: Indiana University Press. Sandra. H. (2007). Communicating effectively. New York, NY: McGraw Hill. Ward, S. J., & Wasserman, H. (Eds.). (2010). Media ethics beyond borders: A global perspective. New York, NY: Routledge.

ISCO 484 MEDIA AND GENDER ISSUES (Credit – 3) The course provides an introduction to gender approaches to media studies by drawing from work in journalism, cultural studies, gender and politics, and cyber-feminism. It will examine the social implications of the status and representation of gender and sexual identity in the media through stereotyping and the cultivation of imagery. It will also examine the ways in which media framing practices can perpetuate or challenge dominant notions of femininity and masculinity. The course will discuss ways of addressing gender inequality in the media suggested by the Beijing Platform for Action and other gender initiatives.

Reading List Cornwall, A. (Ed.) (2005). Readings in gender in Africa. Bloomington, IN: Indiana University Press. Gadzekpo, A. (2001). Gender discourses and representational practices in Gold Coast newspapers. Jenda: A Journal of Culture and African Women Studies, 1(2). Gauntlett, D. (2008). Media, gender and identity: An introduction. New York, NY: Routledge. Montiel, A. V. (Ed). (2014). Media and gender: a scholarly agenda for the global alliance on media and gender. Paris: UNESCO Publication. Richardson, N. & Wearing, S. (2014). Gender in the media. London: Palgrave Macmillan. Wood, J. T. (2011). Gendered lives: Communication, gender and culture (9th ed.). Boston, MA: Wadsworth Cengage Learning.

268 ISCO 486 COMMUNICATION IN QUR’AN AND HADITH (Credit 3) This course introduces students to the ‘traditionalist’ principle of communication in Islam which postulates that the foundations of communication are derived from the Qur’an and the Hadith or Sunnah. Topics for analysis will interrogate what the underlying principles and rights of communication in Islam are, which include the right to know; the right to read (iqra); the right to write (qalam); the right to speak (khutbah); the right to knowledge (ilm); the right to consult (shura); the right to disseminate (tabligh); and the right to travel (hijrah).

Reading List Al-Rasheed, M. (2006). Contesting the Saudi state: Islamic voices from a new generation (Vol. 25). London: Cambridge University Press. Mehdi, P. & Mirza, H. (2000). Fundamentals of Islam according to the Qur’an as represented by Muhammad and Aale Mohammed (AS) Qum, IRAN: Ansariyan Publications. Packer, J., & Wiley, S. B. C. (Eds.). (2013). Communication matters: Materialist approaches to media, mobility and networks. London and New York, NY: Routledge. Payne, J. (2001). Applications in communication for personal and professional context. Lincolnwood, Chicago: Clark Publishing and National Text Book Company. Sayyid A. R. (2007). Nahjol-Balagha (Peak of Eloquence): Sermons, letters and sayings of Imam Amir al-Mu’minin Ali bnAbiTalib. Qum, IRAN: Ansariyan Publications.

ISCO 490 INTERNSHIP (Credit – 2) This Internship programme will involve eight weeks of supervised attachment during the Long Vacation period (June to August) in a media establishment during which students will be exposed to the practical settings related to their various academic and professional pursuits. This programme is meant to complement classroom work and to give students the opportunity to observe practically how things are done and what choices they may be confronted with in the real world. The programme is to be undertaken in an organisation or enterprise on a full-time basis, following the completion of the third year (Level 300). The performance of the student must be evaluated by the Supervisor and sent to the Head of Department of Communication Studies at IUCG.

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269 REQUIRED (CORE) COURSE(S) ISEC 151 Development of Education in Ghana 3 Management of Early Childhood ISEC 152 3 Settings English Language in ECE ISEG 151 Teaching - 2 Credits 3 Practicals - 1 Credit Mathematics in Early Years ISEG 152 Teaching - 2 Credits 3 Practicals - 1 Credit Health, Nutrition and Safety in ECE ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit Social and Philosophical Foundations ISEC 162 3 in ECE Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit ISEC 252 Introduction to Special Education 3 ISEC 253 Measurement and Evaluation in ECE 3 ISEC 254 Life Skills 3 ISEC 255 Child Growth and Development 3 ISEC 256 Professionalism and Educator 3 ISEC 261 Assessment in ECE 3 Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit Psychology of Learning and Instruction ISEC 264 3 in ECE

270 MANDATORY COURSE(S) ISUC 151 Science and Technology in Our Lives 3

ISUC 153 Critical Thinking & Practical Reasoning 3

ISUC 161 Arabic Language Skills I 3

ISUC 161 Academic Writing in English I 3

ISUC 162 Numeracy Skills 3

ISUC 156 Psychology for Everyday Living 3

Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit

ISUC 162 Arabic Language Skills II 3

ISUC 251 Academic Writing in English II 3

ISUC 252 Research Methods in Education 3

ISUG 261 Introduction to African Studies 3

ISUC 262 Project Work 3

ISUC 263 Practicum: Field Experience 3

RESEARCH COMPONENT ISUC 252 Research Methods in Education 3 ISUC 262 Project Work 3

271 PRACTICAL TRAINING, INDUSTRIAL ATTACHMENT, INTERNSHIP, CLINICAL EXPERIENCE, ETC. English Language in ECE ISEG 151 Teaching - 2 Credits 3 Practicals - 1 Credit Mathematics in Early Years ISEG 152 Teaching - 2 Credits 3 Practicals - 1 Credit Health, Nutrition and Safety in ECE ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit ISUC 263 Practicum: Field Experience 3

272 10.0 PROGRAMME STRUCTURE 10.1 Diploma (EARLY CHILDHOOD EDUCATION)

LEVEL 100 FIRST SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

ECE CORE COURSES

ISEC 151 Development of Education in Ghana 3

Management of Early Childhood ISEC 152 3 Settings

English Language in ECE ISEG 151 Teaching - 2 Credits 3 Practicals - 1 Credit

Numeracy in Early Years ISEG 152 Teaching - 2 Credits 3 Practicals - 1 Credit

GENERAL CORE COURSES

ISUC 151 Science and Technology in Our Lives 3

ISUC 153 Critical Thinking & Practical Reasoning 3

ISUC 161 Arabic Language Skills I 3

T O T A L 21

273 LEVEL 100 SECOND SEMESTER CREDIT COURSE CODE C O U R S E T I T L E UNITS

ECE CORE COURSES

Health, Nutrition and Safety in ECE ISEC 161 Teaching - 2 Credits 3 Practicals - 1 Credit

Social and Philosophical Foundations in ISEC 162 3 ECE

GENERAL CORE COURSES

ISUC 152 161 Academic Writing in English I 3

ISUC 154162 Numeracy Skills 3

ISUC 156 Psychology for Everyday Living 3

Introduction to Computing (ICT) ISUC 164 Teaching - 2 Credits 3 Practicals - 1 Credit

ISUC 162 Arabic Language Skills II 3

T O T A L 21

274 LEVEL 200 FIRST SEMESTER COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES

Science Activities in ECE ISEC 251 Teaching - 2 Credits 3 Practicals - 1 Credit

ISEC 252 Introduction to Special Education 3

Instructional Material Development and ISEC 253 3 Usage in ECE

ISEC 254 Child Growth and Development 3

ISEC 255 Professionalism and the Educator 3

GENERAL CORE COURSES

ISUC 251 Academic Writing in English II 3

ISUC 252 Research Methods in Education 3

T O T A L 21

275 LEVEL 200 SECOND SEMESTER

COURSE CREDIT C O U R S E T I T L E CODE UNITS

ECE CORE COURSES

ISEC 261 Assessment in ECE 3

Family and Community Collaboration in ECE ISEC 262 3 Teaching - 2 Credits Practicals - 1 Credit

Arts and Creativity in ECE ISEC 263 Teaching - 2 Credits 3 Practicals - 1 Credit

Psychology of Learning and Instruction in ISEC 264 3 ECE

GENERAL CORE COURSES

ISUC 252261 Introduction to African Studies 3

ISUC 262 Project Work 3

ISUC 263 Practicum: Field Experience 3

TOTAL 21 CREDITS

276 10.2 COURSE PROGRAMMES AND DESCRIPTIONS LEVEL 100 FIRST SEMESTER COURSES ISEC 151 Development of Education in Ghana (3 Credits) Description The course will use a theoretical approach to explain the historical development of education in Ghana. It will examine the role of government and non-governmental bodies in the development and growth of formal education in Ghana. Students will be taken through the social history of education up to the end of the colonial era as well as educational development in the contemporary post-independence era. Specifically, the course will look at the castle school system, missionary education in Ghana, the various ordinances and policies in education, reports of various committees on education reforms in Ghana. This will enable education students to have historical in-depth understanding and appreciation of the concept of education in Ghana.

Reading List Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Graham, C. K. (1976). The history of education in Ghana. Tema: Ghana Publishing Corporation. International Labour Organisation [ILO] (2012). Right beginnings: Early childhood education and educators. Report for discussion at the global dialogue forum on conditions of personnel in early childhood education. Geneva: ILO. Mc William, H. O. A., & Kwamena-Poh, M. A. (1975). The development of education in Ghana. London: Longman Group Ltd. Miller, R. (2014). The developmentally appropriate inclusive classroom in early education (2nd ed.). London: Delmar Publishers. UNESCO–BREDA. (2010). Early childhood care and education: A regional report, Africa. World conference on early childhood education and care, Dakar. Retrieved on December 10, 2015, from http://unesdoc.unesco.org/images/0018/001894/189420e.pdf. Urban, M. (2009). Early childhood education in Europe: Achievements, challenges and possibilities. Brussels: Education International. Yelland, N. (2010). Contemporary perspective on early childhood education. Berkshire, UK: McGraw Hill. Yelland, N. (2010). Critical issues on early childhood education. Berkshire, UK: McGraw Hill. Chesla, E., & Matic, J. (2003). Early childhood education: Preschool teacher career starter. New York: Learning Express. Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Eriksson, Piaget and Vygotsky. New York: Redleaf Press.

277 Bligh, C., Chambers, S., Davison, C., Lioyd, L., Musgrave, J., O’Sullivan, J., & Waltham, S. (2014). Well-being in the early years: critical approaches in the early years. Northwick: Critical Publishing. Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd.

ISEC 152 Management of Early Childhood Settings (3 Credits) Description The course provides the scope of decision taking and administrative skill requirements of Administrators and Managers of early childhood settings or centres. Further, it will look at strategies for managing children’s behaviour in the various early childhood settings.

Reading List Council of Economic Advisers. (2015). The economics of early childhood Investments. Washington, DC: Executive Office of the President. Retrieved on December 10, 2015, from: https://www.whitehouse.gov/sites/default/files/docs/early_childhood_rep ort_update_final_nonembargo.pdf. Decker, C. A., & Decker, J. R. (2001). Planning and administering early childhood programmes. New York, NY: Prentice Hall Naudeau, S. (2011). Investing in young children: An early childhood development guide for policy dialogue and project preparation. Washington, DC: World Bank. Reyes, L. V., & Baptiste, N. (2005). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Children perspectives and children’s perspectives in theory and practice: International perspectives on early childhood education and development. New York, NY: Springer Dordrecht Heidelberg. Sciarra, D. J., Dorsey, A. G., & Lynch, E. (2010). Developing and administering a child care and educational programme. Belmont, USA: Wadsworth. Hobart, C., & Frankel, J. (2002). A practical guide to child-care and education placements. Cheltenham, UK: Nelson Thornes Ltd Papalia, D. E., Olds, S. W., & Feldman, R. D. (2005). A child's world. New York: McGraw Hill. Busher, H. (2006). Understanding educational leadership. New York: McGraw Hill. Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice. New York: McGraw Hill. Schargel, F. P. (2010). 162 keys to School success. New York: Eye on Education Inc.

278 Kochar, S. K. (2011). School administration and management. New Delhi: Sterling Publishers Sidhu, K. S. (2012). School organisation and administration. New Delhi: Sterling Publishers.

ISEG 151 Play Activities in Early Childhood Education (3 Credits) Children learn best through play. The course will expose students to types of play, such as parallel, symbolic, associative, dramatization, role and solitary play. Students will be able to identify contributions of childhood play to cognitive development. The course will also examine social and emotional development, and its importance to fine motor and gross motor development of children.

Reading List Brewer A. (2007). Early childhood education in America Nedham. Allyn and Bacon Briggs et al (2001) Early childhood activities for creative educators. Albany, NY. Thompson Learning Inc. Moyeck, J. (Ed) (1995). Selecting educational equipment and material for school and home. Wheaton, M. D: Association for Childhood Education International Otami, P. S. (2008). Early childhood care and development Practices-A teacher’s Journey, Accra, Studio 7 Kat Ltd. Papalia, D. E., Olds, S. W., & Feldman, R. D. (2005). A child's world. New York: McGraw Hill. Connell, L. H. (2005). Child care answer book. Illinois, USA: Sphinx Publishing. Abbott, L., & Moylett, H. (2003). Working with the under-3s: Responding children’s need. New York: McGraw Hill. Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd. Santrock, J. W. (2013). Children. New York: McGraw Hill.

ISEG 152 Mathematics in Early Years (3 Credits) Description This course is developed based on the following premises: Counting and the use of number are the building blocks for mathematics learning in the preschool years. The knowledge of number and the ability to count properly provide a solid foundation for the learning of mathematics in later years in school. There are various situations in which number is used and there are fundamental principles that guide counting that must be obeyed to make counting meaningful.

279 Reading List Clements, D. H., & Conference Working Group. (2004). Part 1: Major themes and recommendations. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in Mathematics: Standards for early childhood mathematics education (pp. 7-76). Mahwah, NJ: Lawrence Erlbaum. Gould, P. (2012). What number knowledge do children have when starting kindergarten in NSW? Australasian Journal of Early Childhood, 37(3), 105-110. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University. Lee, S. (2012). Toddlers as mathematicians? Australasian Journal of Early Childhood, 37(1), 30-37. Warren, E., Cooper, T., & Miller, J. (2012). Repeating patterns: Strategies to assist young students to generalise the mathematical structure. Australasian Journal of Early Childhood, 37(3), 111-120. Richardson, K. (2000). Mathematical standards for pre-kindergarten through grade two. Champaign, IL: University of Illinois. Mooney, C., Briggs, M., Fletcher, M., Hasen, A., & McCullouch, J. (2011). Achieving QTS primary mathematics teaching theory and practice. Exeter, UK: Learning Matters. Mooney, C., & Briggs, M. (2012). Achieving QTS primary mathematics teaching theory and practice. Exeter, UK: Learning Matters. Carruthers, E., & Worthington, M. (2013). Developing children’s mathematical graphics begins in play. New York: McGraw Hill. Barmby, P., Bilsborough, L., Harries, T., & Higgins, S. (2009). Primary mathematics teaching for understanding. New York: McGraw Hill.

ISUC 151 Science and Technology in our Lives (3 Credits) Description This course examines the influence of science and technology on the socioeconomic and cultural lives of the people. The course will also equip students with knowledge of science and technology to be able to appreciate the future of science and technology in human civilization.

Reading List Alsop, S., Bencze L., & Pedretti E. (2005).Analysing exemplary science teaching. Theoretical lenses and a spectrum of possibilities for practice. New York, NY: McGraw-Hill Education Berker, T., Hartmann, M., Punie, Y., & Ward, K. (2005). Domestication of media and technology. New York, NY: McGraw-Hill International.

280 Eubanks, L. P., Middlecamp, C. H., Heltzel, C. E., & Keller, S. W. (2009). Chemistry in context: Applying chemistry to society (6th ed.). Maidenhead, UK: McGraw Hill. Hackett, E. J., Amsterdamska, O., Lynch, M. & Wajeman, J. (2007).The handbook of science and technology studies. Boston, MA: The MIT Press. Myers, D. (2005). Surfactant science and technology. New York, NY: John Wiley & Sons. Pettus, A. M., & Blosser, M. E. (2003). Teaching science in the block. New York: Eye on Education Inc.

ISUC 153 Critical Thinking & Practical Reasoning (3 Credits) Description To introduce students to the basic principles of logical reasoning, critical thinking and some of the necessary features of sound reasoning through a study of both its formal and informal features. In addition, to thinking of logic as the study of entailment, one could think of it as the study of the differences between good and poor reasoning, particularly as these are exemplified in arguments.

Reading List Brooke, N. M. & Parker, R. (2001). Critical thinking (6th ed.). New York, NY: McGraw-Hill Layman, C. S. (2002). The power of logic (2nd ed.). New York, NY: McGraw – Hill Moore, B. N., Parker, R., & Rosenstand, N. (2011). Critical thinking. New York, NY: McGraw-Hill. Salmon, M. (2012). Introduction to Critical Thinking & Practical Reasoning. Boston MA: Cengage Learning Warburton, N. (2000). Thinking from A to Z (2nd ed.). New York, NY: Routledge

ISUC 161Arabic Language Skills I Description This course aims to introduce students to the fundamentals of the Arabic Language. This course focuses on general structures and functions and includes practice in the four skills (speaking, listening, reading and writing).

Reading List Omar, M. K., & Nydell, M. K. (2007). The acquisition of Egyptian Arabic as a native language. Washington, D.C.: Georgetown University Press. Rouchdy, A. [Ed.]. (2013). Language contact and language conflict in Arabic. New York, NY: Routledge.

281 Suleiman, Y. (2003). The Arabic language and national identity: A study in ideology. Edinburgh: Edinburgh University Press. Wahba, K. M., Taha, Z. A., & England, L. [Eds.]. (2014). Handbook for Arabic language teaching professionals in the 21stcentury. London: Routledge. Wright, W., & Caspari, C. P. (2011).A grammar of the Arabic language. New York, NY: Cosimo Inc.

LEVEL 100 SECOND SEMESTER COURSES

ISEC 161 Health, Nutrition and Safety in ECE (3 Credits)

The course exposes students to the role of diet in maintaining health and disease prevention as well as treatment. Communication with health professional and parents on health, safety, and nutrition issues will be examined.

Reading List O’Neill, S., Urlichs, M., Fleer, M., Agbenyega, J., & Ozanne-Smith, J. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from See More Safety, the pilot study. Australasian Journal of Early Childhood, 38(2), 74-84. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation (2nd ed.). London: Routledge, Taylor and Francis Group. American Academy of Paediatrics, American Public Health Association, & National Resource Centre for Health and Safety in Child Care (2003). Stepping stones to using “Caring for Our Children.” 2nd ed. Elk Grove Village, IL: Authors. American Academy of Paediatrics, American Public Health Association, & National Resource Centre for Health and Safety in Child Care (2002).Caring for our children: National health and safety performance standards—Guidelines for out-of-home care. 2nd ed. Elk Grove Village, IL: Authors. Online: http://nrc.uchsc.edu

ISEC 162 Social and Philosophical Foundations in ECE (3 Credits) Description The course is in two parts. The first part deals with the social functions of education while the second part deals with Western and African philosophical ideas that underpin the aims, content, methods and organisation of education in Ghana. By integrating history, philosophy, politics, the social, and culture perspectives on schooling, it is hoped that students will develop complicated

282 and nuanced analyses of current situations, and thereby be able to generate and imagine innovative responses.

Reading List Chen, J. Y. (2014). Introduction to education. Taipei: Wu-Nan Culture Enterprise. Buckreis, S. (2012). Education as a journey. Exploring the third space of Hongyu Wang’s The Call From the Stranger on a Journey Home. Journal of Curriculum Theorizing, 28(1), 272-279. Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education Cooper, R. (2010). Those who can teach. New York: Wadsworth. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York: Pademelon Press. Ornstein, A. C., & Levine, D. E. (2006). Foundations of education (9thed.). Boston: Houghton, Mifflin Company. Ryan, K., & Cooper, J. M. (2001). Those who can, teach (9thed.). Boston: Houghton Mifflin Company.

ISUC 161 Academic Writing in English I (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. Topics include the structure of the essay; unity, completeness and coherence in essay writing; summarizing as a skill basic to exposition, writing from sources, referencing skills and avoiding plagiarism; writing good introductory paragraphs, the major and minor supports and the concluding statement of the thesis; and practice in planning, drafting, revising and editing short essays.

Reading List Aaron, J. E., & Bander, E. (2012). The little, brown essential handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.). Boston: McGraw Hill. Horkoff, T. (2015). Writing for success. New York: BC Campus Press. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press. Langan, J. (2005). College writing skills with readings (6th ed.). Boston MA: McGraw Hill. Reid, S. (2006). The prentice hall guide for college writers (7thed.). Upper Saddle River, NJ: Pearson Prentice Hall

283 ISUC 162 Numeracy Skills (3 Credits) Description The course is designed for the learner to develop his/her everyday numeracy skills. It is also to expose him/her to the processes of collecting data and handling it. Reading List Francis, A. (2004). Business mathematics and statistics (6th ed.). Belmont, CA: Thomson Learning Gal, I. (Ed.). (2000). Adult numeracy development: Theory, research, practice. Cresskill, NJ: Hampton press. Reder, S., & Bynner, J. (Eds.). (2008). Tracking adult literacy and numeracy skills: Findings from longitudinal research. New York, NY: Routledge. Uri, A. (2008). Numerical methods for evolutionary differential equations. London: Society for Industrial and Applied Mathematics (SIAM). Whatman, J., Potter, H., & Boyd, S. (2011). Literacy, language and numeracy: Connecting research to practice in the tertiary sector. Wellington, New Zealand: Ako Aotearoa. Richardson, K. (2000). Mathematical standards for pre-kindergarten through grade two. Champaign, IL: University of Illinois. Mooney, C., Briggs, M., Fletcher, M., Hasen, A., & McCullouch, J. (2011). Achieving QTS primary mathematics teaching theory and practice. Exeter, UK: Learning Matters. Mooney, C., & Briggs, M. (2012). Achieving QTS primary mathematics teaching theory and practice. Exeter, UK: Learning Matters. Carruthers, E., & Worthington, M. (2013). Developing children’s mathematical graphics begins in play. New York: McGraw Hill. Barmby, P., Bilsborough, L., Harries, T., & Higgins, S. (2009). Primary mathematics teaching for understanding. New York: McGraw Hill.

ISUC 156 Psychology for Everyday Living (3 Credits) Description The course employs psychological principles, theories, and research findings in an attempt to explain and understand matters of everyday life. In relation to everyday life, this course will demonstrate some of the ways in which psychology can be of use to student in their personal and professional lives. Reading List Argyle, M. (2013). The Social Psychology of Everyday Life. New York, NY: Routledge Baron, R. A. & Branscombe, N.R. (2012).Social psychology. Boston, MA: Pearson Ochs, E., & Capps, L. (2009). Living narrative: Creating lies in everyday storytelling. Harvard: Harvard University Press. Roze, M. & Fenty, T (Eds.) (2008). Psychology for life and work. Oakbrook Terrace, IL: Devry University Press

284 Wolfolk, A. (2010). Educational psychology. Boston, MA: Pearson Eggen, P., & Kauchak, D. (2000). Educational psychology: Class room connections. New York: MacMillan. Santrock, J. W. (2011). Educational psychology. New York: McGraw Hill. Ajzen, I. (2011). Attitudes, personality and behaviour. Berkshire, UK: Open University Press. Haugaard, J. J. (2008). Child psychopathology. New York: McGraw Hill. Kundu, C. L., & Tutoo, D. N. (2011). Educational psychology. New York: McGraw Hill. Chane, P. (2001). Learning and behaviour. New York: Brooks/Cole. Scott, D., & Usher, R. (2003). Researching Education: Data, methods and theory in educational enquiry. London: Continuum. Snowman, J. McCown, R., & Biehler, R. (2009). Psychology applied to teaching. Belmont: Wadsworth. Kuppuswamy, B. (2003). Advanced educational psychology. New Delhi: Sterling Publishers. Tuckman, W. B., & Monetti, D. M. (2011). Educational psychology. Belmont: Wadsworth. LEVEL 200 FIRST SEMESTER COURSES ISEC 251 Science Activities in Early Childhood Education (3 Credits) Description The pre-school child’s life - his interactions with nature, nutrition, growth and development – has to do with science. Also the cognitive processes that children apply in their everyday engagement with science activities will be explained to arouse students’ interest in studying the creative development of their pupils. These science activities and experiments for pre-schoolers give young minds the skills they need to seek answers and view the world scientifically. Students will be expected to engage in demonstrations of various kinds. Reading List Lucas, P., & Schofield, G. (2010). Physical activity in the early childhood education centre environment. New Zealand Research in Early Childhood Education, 13, 125-136. Landry, C. E., & Forman, G. E. (1999). Research in early science education. Lind, K. K. (1998). Science in early childhood: Developing and acquiring fundamental concepts and skills. Phillips, D. A., & Shonkoff, J. P. (Eds.). (2000). From Neurons to neighborhoods: The science of early childhood development. National Academies Press. Pettus, A. M., & Blosser, M. E. (2003). Teaching science in the block. New York: Eye on Education Inc.

285 I5EC 252 Introduction to Special Education (3 Credits) Description The course will prepare the student teacher to accept children with handicapping conditions and to use the knowledge about such handicapped children to improve teaching and learning. It covers all types of exceptionalities.

Reading List Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31. Oakley, G., Howitt, C., Garwood, R., & Durack, A. (2013). Becoming multimodal authors:Pre-service teachers’ interventions to support young children with autism. Australasian Journal of Early Childhood, 38(3), 86- 96. Snell, M. E., &Brown, F. (2011). Instruction of Students with Severe Disabilities (7thed). Upper Saddle River, NJ: Pearson Pearson Hong, S. J., & Kemp, C. (2007). Teaching sight word recognition to pre-schoolers with delays using activity-based intervention and didactic instruction: A comparison study. Australasian Journal of Special Education, 31(2), 89-107. Chane, P. (2001). Learning and behaviour. New York: Brooks/Cole. Lerner, J., & Kline, F. (2006). Learning disabilities and related disorders characteristics and teaching strategies. Boston: Houghton Mifflin. Kar, C. (2010). Exceptional children, their psychology and education. New Delhi: Sterling Publishers. Hall, W. (2010). Dyslexia in the primary classroom. Wadsworth: Belmont, USA.

ISEC 253 Instructional Material Development and Usage in Early Childhood Education (3 Credits)

This course is designed to teach the methods and proper use of materials for presenting creative learning experiences to young children in the areas of literacy, creative arts, music, movement, numeracy, science, environmental studies, and outdoor activities. The course will empower the students on the usage of instructional materials developed and their maintenance for durability and sustainability. Reading List Alder, H., (1997) Train your brain: The Ultimate 21 day, University mental skills programme for peak performance London, Judy Piatkus publishers Ltd. Anderson, J. (1999) The theory of early childhood education, Chicago: University of Chicago Press Brewer, J. A. (2007) Introduction to early childhood education:

286 Preschool through Primary Grades, USA, Pearson Education Inc. Jaupaul, L., Roopnarine, J. E., & Johnson, (2007) Approaches to early childhood education , London, Library of Congress Santrock, J. W. (2013). Children. New York: McGraw Hill. Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd. Connell, L. H. (2005). Child care answer book. Illinois, USA: Sphinx Publishing. Abbott, L., & Moylett, H. (2003). Working with the under-3s: Responding children’s need. New York: McGraw Hill.

ISEC 254 Child Growth and Development (3 credits) Description Students will learn the basic research concepts and the current research findings on factors contributing to child development. Emphasis is placed on development through the stages of a child’s life in the areas of physical, emotional, social, intellectual, and moral development as explained by the theories of Piaget, Vygotsky, Skinner etc. The course will also highlight the factors that affect the child’s growth such as environmental, genetic, social and cultural. Reading List Berk, L. (2012). Infants, children and adolescents (7th ed.). Boston, MA: Allyn and Becon. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Children perspectives and children’s perspectives in theory and practice: International perspectives on early childhood education and development. New York, NY: Springer Dordrecht Heidelberg. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. New York, NY: Pademelon Press. Espinoza, L. M. (2008). Challenging common myths about young English language learners. Foundation for Child Development Policy Brief 8. Available from http://fcd- us.org/sites/diffault/files/MythsofteachingELLsEspinoza.pdf Brierley, J. (2004). Give me a child until he is seven: Brain studies and early childhood education (2nd ed.). New York, NY: Routledge Falmer, Taylor and Francis Group Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd. Chesla, E., & Matic, J. (2003). Early childhood education: Preschool teacher career starter. New York: Learning Express. Allen, S., & Whalley, M. E. (2010). Supporting Pedagogy and practice in early years settings. Exeter, uk: Learning Matters Ltd. Hobart, C., & Frankel, J. (2002). A practical guide to child-care and education placements. Cheltenham, UK: Nelson Thornes Ltd

287 Feeney, S., & Freeman, N. K. (2011). Ethics and the early childhood educator using the NAEYC. Washington: NAEYC.

ISEC 255 Professionalism and the Educator (3 Credits) Description Professional ethical competency must be a conscious part of all work in the school as a whole, and especially at the Early Childhood Centre of Kindergarten. In this course issues regarding the explanation of group choices, priorities and actions towards children, parents and colleagues will be examined. Since it is believed that teaching children requires more than just having knowledge of specified subject matter and skills, student teachers will be encouraged to develop and nurture personal character and outlook.

Reading List Mindes, G., & Morrison, G. (2014). Common core state standards and excellence in early childhood education for all children. Presentation at the NAEYC Annual Conference, in Washington, DC. Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (2013). Developmentally appropriate practice: Focus on pre-schoolers. Washington, DC: NAEYC. Feeney, S., & Freeman, N. K., & Pizzolongo, P. J. (2012). Ethics and the early childhood educator: Using the NAEYC code (2nd ed.). Washington, DC: NAEYC. Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113-127. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC. Reyes, L. V. & Baptiste, N. (2005). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson. Rory, C. M. (2011). Childhood in society for early childhood studies. Exeter, UK: Learning Matters Ltd. Chesla, E., & Matic, J. (2003). Early childhood education: Preschool teacher career starter. New York: Learning Express. Allen, S., & Whalley, M. E. (2010). Supporting Pedagogy and practice in early years settings. Exeter, uk: Learning Matters Ltd. Hobart, C., & Frankel, J. (2002). A practical guide to child-care and education placements. Cheltenham, UK: Nelson Thornes Ltd Feeney, S., & Freeman, N. K. (2011). Ethics and the early childhood educator using the NAEYC. Washington: NAEYC. Wilson, L. (2008). Practical teaching. London: Cengage Learning. Arends, R. I. (2012). Learning to teach. New York: McGraw Hill.

288 Anning, A., Cottrell, N., Frost, N., Green, J., & Robinson, M. (2010). Developing multi-professional team work for integrated children’s service. Berkshire, UK: McGraw Hill.

ISUC 251 Academic Writing in English II (3 Credits) Description The scope of this course focuses on basic reading and writing skills relevant to university work. It is the continuation of the Academic Writing in English II discussed earlier. Topics include process writing which involves: pre-drafting, drafting, re-writing and revising; grammar through proof reading and editing activities; writing from multiple sources as preparation for doing research- based writing; skills of extracting and sorting information from multiple sources and synthesizing them into coherent arguments in an essay; and introduction to academic presentation skills.

Reading List Aaron, J. E., & Bander, E. (2012). The little, brown essential handbook (5thed.). Toronto, O.N.: Pearson. Ebest, S. B., Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2003). Writing from A to Z (4thed.) Boston: McGraw Hill. Gborsong, P. A. (2002). A comprehensive guide to communicative skills. Cape Coast, Ghana: University of Cape Coast. Horkoff, T. (2015). Writing for success. New York: BC Campus Press. Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Arbor, MI: University of Michigan Press. Langan, J. (2005). College writing skills with readings (6th ed.). Boston MA: McGraw Hill. Reid, S. (2006). The prentice hall guide for college writers (7thed.). Upper Saddle River, NJ: Pearson Prentice Hall. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press. ISUC 252 (Code conflict) Research Methods in Education (3 Credits) (ISUC 252: Introduction to African Studies) Description

The course focuses on the research process, designs, instrumentation in research and report writing. The techniques of reviewing literature, citation of works and referencing strategies will be highlighted. Reading List Yin, K. R. (2011). Qualitative research from start to finish. New York, NY: The Guilford Press.

289 Ary, D., Jacobs, L. C., Sorenses, C. & Razavieh, A. (2010). Introduction to research in education. (8th ed.) Wadsworth: Cengage Learning. Awanta, E. K. &Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York, NY: RoutledgeFalmer. Berg, B. L. (2001). Qualitative research methods for the social sciences. (4th ed.). U.S.A: Allyn and Bacon. Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. California, Thousand Oaks: Sage Publications. Sidhu, K. S. (2006). Methodology of research in education. New Delhi: Sterling. Scott, D., & Usher, R. (2003). Researching Education: Data, methods and theory in educational enquiry. London: Continuum. Elton-Chalcraft, S., Hansen, A., & Twiselton, S. (2008). Doing class room research: A step by step guide for students and teachers. Berkshire, UK: McGraw Hill.

LEVEL 200 SECOND SEMESTER COURSES

ISEC 261 Assessment in Early Childhood Education (3 Credits) Description This course provides the early childhood professional with skills for conducting and using assessment practices and strategies to improve student learning. Special emphasis will be placed on authentic assessment practices, standardised tests, and developmental screenings. The theoretical framework related to assessment in early childhood will be explored. The skills needed for designing and using appropriate assessment tools, using assessment to guide children learning and the principles behind these activities will be discussed.

Reading List Liu, M. C. (2013). The Assessment of student learning outcomes and using Rubrics rating scale. Evaluation Bimonthly, 48, 54-56. Worthan, S. C. (2008). Assessment in Early Childhood Education (5thed.). Upper Saddle River, NJ: Pearson Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. New York, NY: The Guilford Press. Kagan, S., Scott-Little, C., & Clifford, R. (2003). Assessing young children: What

290 policymakers need to know and do? Hemmeter, M., Joseph, G., Smith, B., &Sandall, S. (Eds.). (2001). Developmentally appropriate practice in early childhood programs. Bredekamp, S. & Copple, C. (1997). DEC recommended practices program assessment: Improving practices for young children with special needs and their families Hibbard, K. M., & Wagner, E. A. (2003). Assessing & teaching reading comprehension and pre-writing. New York: Eye On Education Inc. Grant, L. W., Hindman, J. L., & Stronge, J. H. (2010). Planning, instruction, and assessment effective teaching practice. Larchmont: Eye on Education, Inc. J. Gardner, W. Harlen, L. H ayward, G. Stobart& M. Montgomery (2010). Developing teacher assessment. New York: McGraw Hill. Ellis, A. K., & Evance, L. (2011). Teaching, learning and assessment together. New York: McGraw Hill.

ISEC 262 Family and Community Collaboration in ECE (3 Credits) Description Emphasis is placed on the psychological and legal rationale for the collaboration. In addition, the necessary structures and arrangements that ought to be put in place to make the system effective to the benefit of children will be highlighted. Reading List Meade, A. (2012). Centre–parent communication about children’s learning. Early Childhood Folio, 16(2), 38-43. Stonehouse, A. (2012). Collaboration with families: Not a problem! Every Child, 18(1), 28–29. Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the National Quality Standard. Sydney, NSW: ACECQA. Department of Employment, Education and Workplace Relations (DEEWR) (2010). EducatorsBelonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. Department of Employment, Education and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. Gillborn, D., & Youdell, D. (2002). Rationing Education: policy, practice, reform, and equity. Buckingham: Open University Press. Hindman, J., Seiders, A., & Grant, L. (2010). People first! The leader’s guide to building & cultivating relationships with teachers. New York: McGraw Hill.

291 Gardner, J., Harlen, W., Hayward, L., Stobart, G., & Montgomery, M. (2010). Developing teacher assessment. Berkshire, UK: McGraw Hill.

ISEC 263 Arts and Creativity in ECE (3 Credits) Description The course is focused on the exposition of holistic nature of kindergarten teaching which involves the use of artistic expressions. These expressions would enhance the learning of academic and cognitive skills such as songs in language or mathematical learning. Reading List Beresin, A. (2014).The art of play: Recess and the practice of invention. Philadelphia, PA: Temple University Press Brown, S. (2010). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Avery Mwaura, P., & Mohamed, B. T. (2008). Madrasa early childhood development programme: Making a difference. In M. Garcia, A. Pence, & J. Evans (Eds.), Africa’s future, Africa’s challenge: Early childhood care and development in sub-Saharan Africa(pp. 23-78). Washington, DC: World Bank. Kamii, C., & Joseph, L. L. (2004). Young children continue to reinvent arithmetic, second grade: Implications of Piaget’s theory (2nd ed.). New York, NY: Teachers College Press, Columbia University

ISEC 264 Psychology of learning and Instruction in Early Childhood Education (3credits) Description To introduce students to the principles of learning and behaviour by surveying relevant theoretical and empirical approaches within psychology.

Reading List Bee, H., & Boyd, D. (2010). The developing child (12thed.). Boston, MA: Pearson Education. Kaplan, M. R., & Saccuzzo, P. D. (2009). Psychological testing: Principles, th applications and issues(7 ed.). New York, NY: Wadsworth, Cengage Learning. Bush, L. (2009). Teaching our youngest: A guide for preschool teachers and child care andfamily providers. New York: Early Childhood-Head Start Task Force. Brierley, J. (2004). Give me a child until he is seven: Brain studies and early childhood education (2nd ed.). New York, NY: RoutledgeFalmer, Taylor and Francis Group. Agbor-Baiyee, M. (1997). A cyclical model of student career motivation. College StudentJournal, 31, 467 – 472.

292 Arend, R. L. (1991). Learning to Teach (2nded.). New York, NY: McGraw-Hill, Inc. Eggen, P., & Kauchak, D. (2000). Educational psychology: Class room connections. New York: MacMillan. Santrock, J. W. (2011). Educational psychology. New York: McGraw Hill. Ajzen, I. (2011). Attitudes, personality and behaviour. Berkshire, UK: Open University Press. Kundu, C. L., & Tutoo, D. N. (2011). Educational psychology. New York: McGraw Hill. Chane, P. (2001). Learning and behaviour. New York: Brooks/Cole. Snowman, J. McCown, R., & Biehler, R. (2009). Psychology applied to teaching. Belmont: Wadsworth. Kuppuswamy, B. (2003). Advanced educational psychology. New Delhi: Sterling Publishers. Tuckman, W. B., & Monetti, D. M. (2011). Educational psychology. Belmont: Wadsworth.

ISUC 252 Introduction to African Studies (3 Credits) Description The course is designed to introduce students to African history, archaeology, architecture, philosophy, political science and sociology. Reading List Ehret, C. (2002). The civilizations of Africa. Charlottsville, VA: University of Virginia Press. Hobart, M. (Ed.). (2002). An anthropological critique of development: The growth of ignorance. New York, NY: Routledge. Kingsley, M. (2013).West African Studies. London: Routledge. Kwapong, A. O. T. F. (2009). Male support for gender equality. Accra: Ghana Universities Press Newell, S. (2002).Literary culture in Colonial Ghana: ‘How to play the game of life'. Manchester: Manchester University Press. Thompson, A. (2010). An introduction to African politics. London: Routledge.

ISUC 262 Project Work (6 Credits) Description Students will be expected to undertake an independent research work under the supervision of an assigned lecturer. In addition, students will be to exhibit high level of competency in the application of what they learnt in the research methods course. Topics for the project work should be relevant to current issues in education.

293 Reading List Yin, K. R. (2011). Qualitative research from start to finish. New York: The Guilford Press. Ary, D., Jacobs, L. C., Sorenses, C. &Razavieh, A. (2010). Introduction to research in education. (8th ed.) Wadsworth: Cengage Learning. Awanta, E. K. & Asiedu-Addo, S. K. (2008). Essential statistical techniques in research. Accra, Ghana: Salt ‘N’ Light Publishers. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th Ed.) New York: RoutledgeFalmer. Berg, B. L. (2001). Qualitative research methods for the social sciences. (4thed.). U.S.A: Allyn and Bacon. Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. California, Thousand Oaks: Sage Publications. Elton-Chalcraft, S., Hansen, A., & Twiselton, S. (2008). Doing class room research: A step by step guide for students and teachers. Berkshire, UK: McGraw Hill. Sidhu, K. S. (2006). Methodology of research in education. New Delhi: Sterling. Scott, D., & Usher, R. (2003). Researching Education: Data, methods and theory in educational enquiry. London: Continuum.

ISUC 263 Practicum: Field Experience (3 Credits) This is an experience in which the student spends the whole of the second semester of the 2nd year in a basic school setting. The student then teaches assigned classes and subjects under the guidance of school-based mentors. The student is expected to demonstrate the principles underlying effective pedagogy. Supervisors will visit the schools regularly to monitor the student’s progress and offer counselling and professional support.

11.0 SECTION 2

11.1 REGULATIONS FOR STUDENTS The term ‘students’ means a students of the Islamic University College. Regulations affecting students shall be made from time to time by the Academic Board in accordance with the Constitution and Statutes of IUCG. In addition to these Regulations, each Hostel, Faculty, Department, the Library or any other unit of the IUCG may issue its own rules governing the conduct of students within its precincts, provided that such regulations are not inconsistent with the general regulations made by the Academic board. Such regulations must be tabled before the Academic Board.

294 11.2 NAMES OF STUDENTS: The Islamic University College shall recognize as official, only names of students that they have signed in the Application form/Register of Matriculation and in the sequence in which they were signed namely, first name, middle name(s) and surname.

11.3 CHANGE OF NAME: The IUCG does not accept requests for change of, or amendment to names of students or any such record.

11.4 ATTENDANCE AT LECTURES AND EXAMINATIONS a) Students are required to attend lectures, tutorials and practical classes specified for their course of study, and all such examinations as the University or the departments may from time to time require, and to perform all written and practical work prescribed for them. b) Students who absent themselves from lectures, tutorials and practical classes for a cumulative total of twenty- five percent (25%) in any one semester will be deemed not to have satisfied the attendance requirements for the semester. Such students shall be asked to withdraw from the University. c) Lecturers shall keep a register of students’ class attendance. d) Absences will not be permitted except when the student is absent from class for “good reasons” such as sickness, or on authorized school activities/excursions/trips or for emergencies beyond the student’s control or with the permission of the Lecturer or Head of Department or Vice President (Academic Affairs). e) A sick student should inform the … who, in turn, must inform the Administrator in charge of Student Affairs. A sick student, who is in a residential Hall or on campus, should report to the University Clinic and/or the University Counselling Centre on the first day of any illness which interferes with class attendance. f) For students who live outside the University campus, a medical report from a recognized Medical Centre or Hospital shall be required. g) Students on authorized/excused absence must hold themselves responsible for completing all the requirements of a course, including class assignments and project work.

12.0 DRESS CODE 12.1 Dress Policy All students are required to dress decently by means of an intelligent selection of fashion which does not violate the Islamic character of the Islamic University College, Ghana (IUCG). Hence, a student dress must (a) exhibit dignity and simplicity in grooming and dressing by avoiding carelessness and untidiness, and must avoid the opposite extreme of flamboyance or extravagance; (b) provide the opportunity for others to appreciate the student as an entire person

295 (physically, intellectually, morally) without drawing negative or disapproving attention to one’s body or person through dress or grooming, especially in a sensuous manner; (c) demonstrate self-respect, dignity, a sense of mission, and good grooming, without excessive adornments, expensive jewelry, cosmetics, facial make-up, etc.

12.2 General Dress Rules and Regulations a) The deliberate wearing of torn or patched jeans (both sexes), transparent and short skirts that reveal ones “Awrat” (Nakedness) shall not be tolerated. b) All females (students, staff and lecturers) are required to wear “Hijab” (Head Cover) on campus. c) All students, staff and lecturers are required to wear the academic dress appropriate for their status during Matriculation, Congregation and such other ceremonial occasions.

12.3 Guidelines for General Dress Code The following specific regulations apply at all times to all dresses worn on the IUCG campus: a) Wearing of business suits with trousers or long-skirts/slits is highly encouraged. b) Transparent, sheer, sleeveless, bare-back or tight-fitting blouses and sweaters are not allowed. Also, tight-fitting skirts and trousers are not permitted. c) Dresses with low neckline or which do not fully cover the breasts, belly and armpits are not permitted. d) The hair shall be well covered with a veil of any type, provided it is decent and fully covers the hair at all times. Use of excessively large or distracting or flamboyant veils is not allowed.

12.4 Dress Code for Male Students/Candidates a) Men’s dressing to lectures, the library, Computer lab and offices should consist of traditional dress, shirt and trousers, with or without a neck tie or business suits. b) Dressing for Mosque services or special formal occasions may be either national or international style, provided that the costume complies with the principles set forth in the General Dress Rules and Regulations above. c) Men shall not wear earrings. d) Wearing of trousers or belts lower than the waist level is prohibited. 1) Perming and relaxing of hair, hair-braiding and use of wigs are not allowed. 2) Gentlemen’s hair must appear decent.

296 12.5 Dress Code for Female Students 1) Ladies’ dressing should conform at all times to the general guidelines and regulations stated above. Further, the following specifications are to be observed: 2) Skirts and blouses, sweaters and shirts, or other formal combination may be worn to campus lectures, the library, computer lab, offices and mosque provided they comply with the regulations. 3) Acceptable dress for Muslim services and other more formal public occasions may consist of either national or international costume that does not violate the dress code guidelines.

12.6 FORMATION OF SOCIETIES a) The Authorities of the Islamic University College shall grant permission to students to form Societies and Clubs at the request of, at least, 10 – 15 interested students. A senior member must, however, superintend the affairs of such a Society or Club for the purpose of liaison with Management.

b) Application to form a club or society must be submitted to the Vice-President (Academic Affairs) for approval through the Students’ Representative Council and shall be accompanied by the Council’s recommendation and constitution of the proposed society/club as well as proposals for establishing and sustaining it.

c) Upon approval of Management, the name of the proposed Society or Club shall be formally published in the University’s Students’ Magazine and on Notice Boards.

d) Within one month of the date of formal publication of the name of the Society or Club, the Secretary shall deposit the names of the principal office holders of the Society or Club with the Vice President (Academic Affairs) and Dean of Students. Thereafter, the Vice President (Academic Affairs) and the Dean of Students shall be furnished with the names of their key officers, once a year. e) No secret society or club shall be allowed.

12.7 PUBLIC FUNCTIONS WITHIN THE UNIVERSITY a) Students who wish to organize any public function on campus shall obtain prior permission from the Dean of Students who shall in turn inform the President of IUCG and the Vice President (Academic Affairs).

297 b) An application for permission to organize a function should provide the following information: - i. Date and time of function. ii. Place where function is going to take place. iii. Names and other particulars of lecturers, speakers and performers at the function. iv. Title or subject for the function and topics for lectures. v. Evidence of fulfillment of any other requirement prescribed by law in relation to the holding of such a function. The Dean of students may prescribe other requirements and conditions that may appear to him as necessary or desirable. vi. Application for permission to organize a function by students should normally reach the Dean of Students, at least, one week before the function takes place.

12.8 STUDENT ACTIVITIES OUTSIDE THE UNIVERSITY CAMPUS The following measures are put in place to ensure that student activities outside the University campus are in conformity with IUCG regulations on legality, morality and decency: a) All outside activities/functions/events/excursions organized in the name of the University (expressed or implied) and/or attended by IUCG students in group(s) shall be vetted by the University Administration. b) Such activities/functions/programmes approved by the Administration will still be monitored by a Senior Staff member of the University. c) Approved activities/functions/events/excursions/programmes shall be cancelled before or during execution if implementation deviates from the plan originally endorsed by the Administration.

Students should recognize that the IUCG community is not a permissive society and that the University Administration will deal swiftly and appropriately with any student who wishes to behave indecently.

12.9 PROCESSION AND DEMONSTRATION a) Any students or group of students wishing to organize a procession/demonstration within the University College campus shall notify the Dean of Students in writing, at least, one week before the procession/demonstration is due to begin. A copy of such a notification should be sent to the Vice President (Academic Affairs) and President. b) The Notification shall state the purpose of the procession/demonstration and Names of the Organisers. c) The Dean of Students may prescribe special conditions, limitations or restrictions as may be considered appropriate.

298 d) The procession and demonstration shall follow approved routes and keep as close as possible to the right side of the road to ensure free passage of traffic. e) The Procession/Demonstration shall be held between the hours of 6.00 a.m. and 6.00 p.m. f) Nothing will be said or done that may lead to violence or cause a breach of the peace. g) The Dean of Students may advice the President who may take appropriate action, if he feels the demonstration/procession will likely lead to a breach of peace or cause serious interference with the work of the University College. h) Should any acts of violence and or breach of University regulations occur during a demonstration/procession or other mass action, those responsible as well as the organizers shall be held jointly and severally responsible. i) For procession/demonstrations outside the University College campus, the organizers shall, in addition, seek prior permission from the Police.

12.10 STUDENT PUBLICATION(S) a) The Vice President (Academic Affairs) shall be informed of any intention to produce a student publication within the University College. Prior approval for such a publication should be sought. b) A copy of each issue of the publication shall be lodged with the President, Vice President (Academic Affairs), Dean of Students and Cultural Affairs, Heads of various units and the University College Librarian on the day of Publication. c) Each issue shall state the following: i) Name of Editor. ii) Membership of the Editorial Board and iii) Publisher d) Members of the Editorial Board shall be jointly held responsible for the full content of each issue of the publication.

13.0 OFFENCES

A) Academic Offences 1. It shall be an offence for a student, knowingly: a) to forge or in any other way alter or falsify any document or evidence required by the University, or to circulate or make use of any such forged, altered or falsified document, whether the document or record be in print or electronic form;

299 b) to use or possess an unauthorized aid or aids or obtain unauthorized assistance in any academic examination or semester test or in connection with any other form of academic work; c) to impersonate another person, or to have another person impersonate him/her, at any academic examination or term test or in connection with any other form of academic work; d) to represent, without acknowledgement of its authorship by another, an expression of an idea or work of another in any academic examination or semester test or in connection with any other form of academic work; e) to submit, without the knowledge and approval of the lecturer or instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or programme of study in the University or elsewhere; f) to submit any academic work containing a purported statement of fact or reference to a source which has been concocted; g) to engage in the sale of unpublished academic lecture material, such as lecture notes, handouts, slides without authority; h) to gain access to or procure or cause such access to be gained to any office or other facility of the University or University official for purposes of depositing, altering or substituting examination material for the benefit of the student or any other person; i) to steal a colleague’s assignment; or j) to steal a colleague’s answer script. k) to forge or in any other way alter or falsify any academic record or document, circulate or make use of any such forged, altered or falsified record, whether the record be in print or electronic form; or l) to engage in any form of academic cheating, dishonesty, misconduct, fraud or misrepresentation not herein otherwise described, in order to obtain academic credit or other academic advantage of any kind.

2. A graduate of the University may be charged with any of the above offences committed knowingly while he or she was an active student, when in the opinion of the University, the offence would have resulted in a sanction had it been detected at the time it was committed.

B) Non-Academic Offences 1. Without prejudice to the application of the national laws by the Islamic University College, no student of the Islamic University College shall:

300 a) assault another person or threaten any other person with assault whether sexual or otherwise or commit a battery against another person;

b) cause or threaten any other person with bodily harm, or cause any other to fear

c) bodily harm;

d) knowingly create a condition that unnecessarily endangers the health or safety of other persons;

e) threaten any other person with damage to such person’s property,

f) engage in a course of vexatious conduct that is directed at one or more specific individuals, and

∑ that is based on the race, ancestry, place of birth, origin, ethnic origin, citizenship, gender, creed, age, marital status, disability;

∑ that is known to be unwelcome; and

∑ that exceeds the bounds of freedom of expression or academic freedom as these are understood in accepted practices; g) cause by action, threat or otherwise, a disturbance that the member knows obstructs any activity organized by the University, or the right of other members to carry on their legitimate activities, to speak or to associate with others. h) steal, knowingly take, destroy or damage premises of IUCG or any physical property that is not his/her own; i) in any manner whatsoever, knowingly deface the inside or outside of any building of the University; j) knowingly possess effects or property of the University appropriated without authorization; k) knowingly create a condition that endangers or threatens destruction of the property of the University or of any of its members;

301 l) knowingly use any facility, equipment or service of the University contrary to the expressed instruction of a person or persons authorized to give such instruction, or without just cause;

m) knowingly mutilate, misplace, misfile, or render inaccessible or inoperable any stored information such as books, data files or programmes from a library, computer or other information storage, processing or retrieval system;

n) knowingly or maliciously bring a false charge against any member of the University;

o) deface the trees, walls on campus with advertising or other material or notices howsoever described;

p) sexually assault or rape a person;

q) Indecently expose himself or herself in public.

2. Without prejudice to the generality of the above, it is an offence for a member of the University College to sexually harass another member of the University by engaging in unwelcome or unwanted behaviour of a sexual nature.

3. No person found by a disciplinary committee to have committed an offence under these Regulations shall refuse to comply with a sanction or sanctions imposed under the procedures of the IUCG Statutes.

4. In addition to offences stated above, it shall be an offence for a student to:

a) Cultivate, possess, use or peddle narcotics and other drugs;

b) Willfully cause damage to University property or the good name of the University and incite others to cause such damage.

c) Publish defamatory material on the campus.

d) Smoke in a library, lecture theatres or other public places on the campus.

e) Make undue noise within the University precincts, provided that this rule shall not apply where permission to organize a function has been granted by the Hostel Manager or Dean of Students.

302 13.1 USE OF VEHICLES a) Any student who wishes to use a vehicle on the campus of the Islamic University College may do so provided that this will not disturb work on campus or in any way impede the use or parking of vehicles by Senior Members and staff in areas designated for such parking.

b) Any student who wishes to keep a vehicle on campus or around the premises of the IUCG hostel in which he/she resides must obtain permission from the Dean of Students through the Hostel Manager. c) The Islamic University College accepts no responsibility for such vehicles, or for any damage that may occur to them or to their owners, drivers or passengers. The use of such vehicles is a privilege which is enjoyed at the sole risk of the persons concerned and which will be withdrawn if it is abused.

13.2 COLLECTION OF MONEY Permission to collect money other than for club subscriptions and events must be obtained from the Dean of Student Affairs. Students are advised to demand a valid authority of any collector who comes from outside the University.

13.2.1 GENERAL EXAMINATION REGULATIONS a) Students who absent themselves from lectures, tutorials and practical classes for a cumulative period of 25 percent or more in any semester, shall be deemed NOT to have satisfied the requirement for attendance. Such students shall be considered as having withdrawn from that course and shall not be permitted to write the End-of-Semester examination for that semester. b) Students shall be required to write all tests/examinations which the University College/Departments/Units may, from time to time, prescribe or conduct for them. c) Students who fail to write tests/examinations conducted/organized for them without good cause or written approval of the Vice President (Academic) shall be deemed to have failed the examinations. d) Students who fail their semester examinations shall be required to rewrite them at the next available opportunity within two academic years after failing the examination. Students shall be allowed only two attempts to rewrite failed examinations.

e) Students who fail to write semester examinations for good cause or with the approval of the Vice-President (Academic Affairs) may be required to write the examination at the next available opportunity.

303 13.2.2 REGISTRATION FOR EXAMINATIONS To be eligible to write any examination organized by IUCG, the student shall adhere to the following procedures: a) The candidate/student shall register at the beginning of the Semester for each course/subject to be studied, after discharging his/her obligations in respect of the payment of the required fees. b) A student who has duly registered for specific courses/subjects at the beginning of a semester shall be deemed to have registered to write examinations in the specified courses during that semester. c) The University College shall publish, for verification by students, a list of registered students for a particular course/subject. It is the responsibility of the student to ensure, by checking on his/her portal on the University i-Campus Network, that his/her name or identity number appears in the list of registered students for a particular course/subject d) Students whose names do not appear on the final registration list two weeks before an examination shall not be allowed to write that examination.

13.2.3 SCHEDULING OF EXAMINATIONS AND APPOINTMENT OF INVIGILATORS a) All mid-Semester and End-of-Semester examinations shall be conducted by the AcademicAffairs Department under the direction of the Vice President (Academic Affairs) and under the control of the University Examinations Officer.

b) A schedule of examinations indicating the time for each examination, the venue and other information shall be published at least one week before the date of the examination.

c) A list of students/candidates who are eligible to take part in any examination shall be published by the Academic Affairs Department via the IUCG’s i-Campus Network at least one week before the date of the examination. Hard copies of the list may be posted on the University Notice Board(s).

d) Examinations may be held in any hall in the University or elsewhere designated by the University Examinations Officer as an Examination Hall.

e) The Academic Affairs Department and the University Examinations Officer shall have the authority to appoint invigilators for any examination.

304 f) All members of the Academic staff, Research staff and Senior Administrative staff (except Heads of Departments/Faculties) shall be eligible for appointment as Invigilators, provided that no Lecturer (or Teaching Assistant) can be appointed Invigilator for his/her examination paper. g) The University Examinations Officer shall appoint one of the Invigilators as Supervising Invigilator for any examination. h) The Lecturer (or Lecturers) whose examination paper is being written shall be present at the Examination Hall(s) for at least fifteen minutes from the commencement of the examination to proofread the examination paper and deal with any matter arising thereof. i) The Departmental/Faculty Examination Officer shall assume the duties of part-time Lecturers and also full-time Lecturers on approved sick leave or on previously-approved out-of-Campus duty/assignment, and as such will not be available at the time their respective papers are being written. j) The University Examinations Officer and/or the Supervising Invigilator shall refuse entry into an Examination Hall to any student/candidate who

i. leaves the Examination Hall before 30 minutes have elapsed since the commencement of the examination and, later, seeks to return to continue with the examination ii. arrives more than 30 minutes after the commencement of the examination

iii. finishes an examination ahead of time and leaves the Examination Hall but, later, seeks to return to continue with the examination

iv. is found consulting any other person outside the Examination Hall after official permission has been granted the student/candidate to temporarily leave the Examination Hall. v. is found consulting any foreign material, electronic or otherwise, after official permission has been granted the student/candidate to temporarily leave the Examination Hall. k) The University Examination Officer and/or the Supervising Invigilator shall expel from the Examination Hall any candidate/student who

305 i. is not eligible to sit for the examination because he/she did not register to sit or re-sit for that course ii. is found to be impersonating another candidate iii. refuses to hand over to the Supervising Invigilator any unauthorized foreign material when requested to do so.

l) The Invigilator must write a report on the events (i), (ii) and (iii) of sub-paragraph ‘j’ and event (i) of sub-paragraph ‘k’ to be attached to the candidate’s examination script (where appropriate) for the attention of the Examinations Officer who shall inform the Vice President (Academic Affairs) for the matter to be referred to the appropriate Boards for further action.

m) With regard to events (iv) and (v) of sub-paragraph ‘j’ and events (ii) and (iii) of sub-paragraph ‘k’, the Invigilators’ report must explain the circumstances leading to the discovery of the misconduct, the retrieval or otherwise of the “offending” material/document, the Examination Regulation infringed upon, and any action taken by the Invigilators. The Invigilators’ report shall be presented to the Vice President (Academic Affairs) through the Examinations Officer and the matter shall be referred to the relevant Boards for investigation and appropriate action.

13.2.4 RESPONSIBILITIES OF INVIGILATORS a) Invigilators and Invigilating Assistants should be at the examination centre 30 minutes before the start for each session and should remain there throughout the duration of the paper. Any invigilator who fails to comply with this directive will be immediately replaced.

b) There should be at least two Invigilators for each Examination Hall containing 30 or more students/candidates, provided that an additional Invigilator shall be appointed for every additional 20 candidates.

c) The University Examination Officer shall appoint one of the Invigilators as Supervising Invigilator who shall be the Head of all Invigilators in a particular Examination Hall.

d) There should be one booklet to each candidate supplemented with extra loose sheets only on request.

e) There should not be more than 70 candidates in each of our large examination centres.

306 f) Mobile telephones shall NOT be carried into examination centres (whether switched on or off) while examinations are in progress.

g) All candidates should be made to write their names and index numbers on the question papers before the commencement of any given examination.

h) Invigilators are not expected to do anything else apart from invigilation during each session. They should be in front of the examination room and keep a close watch on all candidates

i) At the end of each examination session, the candidates should be instructed to stand up and put their pens down before the scripts are collected

j) A Lecturer (or his/her Teaching Assistant) should not invigilate an examination in the course he/she teaches and should not stay in the Examination Hall(s) where the examination is being written, except for a short period of time (about fifteen minutes) at the beginning to assist the Invigilators to deal with explanations arising from the text of the examination paper.

13.2.5 EXAMINATION REGULATIONS FOR STUDENTS A candidate for an IUCG Examination must have followed the approved course for it as a regular student over the required period, and must have been registered for it. A candidate shall not be admitted to an IUCG Examination if: he/she has not been entered for that course’s examination. he/she owes the University College he/she is under suspension or has been dismissed from the University College It shall be the duty of the candidate to consult the daily time table (to be made available, at least, 24 hours ahead of time) to ascertain the papers to be written each day and make himself/herself available at the appointed place, at least, 30 minutes before the examination. No candidate shall enter the Examination Room until he/she is invited and/or requested to enter the Examination Room by the Chief Invigilator and/or his or her representative. A candidate may be refused admission to an IUCG examination if he/she reports to the Examination more than half an hour after its commencement.

307 An examination candidate shall, for the purpose of identification by the Chief Invigilator/Invigilator, carry on him/her a valid Islamic University College student identity card which shall be placed on the examination table to enable the Invigilator to ascertain the identity of the person writing the examination. A defaced student identity card shall not be deemed valid for the purpose of identification. An Invigilator shall refuse any candidate without a valid IUCG student identity card entry to the Examination. An examination candidate shall not bring to the washroom of the Examination Centre any book, paper, written information or other unauthorized material. No student shall enter the examination room until he/she is invited or called and/or requested to enter the examination room. A candidate who is suspected of hiding unauthorized material on his/her person may be asked by the invigilator to submit to body search. Refusing to submit to a body search is tantamount to an examination malpractice. No communication between candidates is permitted in the examination Hall. A candidate shall not pass, attempt to pass or receive any information, material, device or instrument from another candidate during an examination. A candidate shall not have any writing on any part of his/her body or clothing A candidate shall not plagiarize by presenting another person’s work as though it were his/her work A candidate shall not copy or attempt to copy from another candidate or deliberately allow another candidate to copy from him/her. A candidate shall not disturb or distract any other candidate during an examination. Candidates may attract the attention of the invigilator by raising their hands Candidates may leave the examination room temporarily and only with the express permission of the invigilator. In such cases the invigilator will be required to satisfy himself/herself that a candidate does not carry on his/her person any unauthorized material. A candidate who is allowed to leave the exam room temporarily will be accompanied while outside the Examination Room by an Attendant designated by the Invigilator. Candidates shall uphold the highest standard of civility and courtesy in an Examination Room/Centre, and shall not flout the instruction(s) of a Chief Invigilator or Invigilator or misconduct themselves in any manner.

308 At the end of each examination, a candidate shall ensure that he/she does not take away any answer books, whether used or unused, from the Examination Room. A candidate should not in any way mutilate or interfere with the stapling in the answer books. Any complaints about the answer books should be brought to the attention of the Invigilator. A candidate who tries to conceal his/her identity by willfully writing the wrong index number on the answer booklet as against the one signed on the Attendance Sheet commits an offence. A candidate who finishes an examination ahead of time may leave the examination room, after surrendering his/her answer books. The candidate shall not be allowed to leave in less than one-half hour after the commencement of the examination and, after leaving, shall not be allowed to return to the Examination Hall. At the end of each examination, candidates should ensure that they do not take away any answer books, whether used or unused, from the Examination Hall.

13.2.6 PENALTIES FOR BREACHES OF SPECIFIC EXAMINATION OFFENCES OR OMISSIONS A candidate who fails to present himself/herself at an Examination with reason(s) satisfactory to the Board of Examiners shall be awarded Grade I (Incomplete). Such a candidate shall be expected to re-sit the examination at the next available opportunity (usually within a year); otherwise, the Grade I shall automatically be converted to Grade X (Failure). A candidate who fails to present himself/herself at an Examination WITHOUT reason(s) satisfactory to the Board of Examiners shall be awarded Grade X (Failure due to Unsatisfactory Reason). The following shall not normally be accepted as good reasons (that is, are considered as unsatisfactory reasons) for being absent from any paper in IUCG Examination. Mis-reading the Examination Time Table Forgetting the date or time of the examination Inability to locate the Examination Hall Inability to rouse oneself from sleep in time for the examination Failure to find transport to the examination venue any medical condition which has not been certified as such by an IUCG- recognized medical authority.

309 A breach of any of the foregoing regulations in the conduct of IUCG Examinations may attract one or more of the following sanctions: A reprimand Loss of marks Cancellation of paper (in which case zero shall be substituted for the mark earned). Withholding of results for a period

Award of Grade X (Failure due to Unsatisfactory Reason for not completing a course or not taking an examination) or Grade Z (Failure due to Disqualification) by the Board of Examiners, whichever is appropriate. Further to Item d(v) immediately supra, the award of Grade Z (Failure due to Disqualification for an attempt at gaining an unfair advantage in an examination paper) may elicit further sanctions which may include but not be limited to: Being barred from IUCG Examinations for a stated period Being barred from IUCG Examinations indefinitely Suspension from the IUCG for a stated period Expulsion from the IUCG

13.2.7 COMMUNICATION OF RESULTS OF IUCG EXAMINATIONS a) Results of IUCG examinations shall be communicated to each student/candidate via the student’s portal on the IUCG’s i-Campus Network. The Examination Results may also be posted on the IUCG Notice Board. It shall be the responsibility of the candidate to consult the student’s portal on the i-Campus Network or the IUCG Notice Board for the results of examinations taken. Alternatively, the student/candidate may write to the Academic Affairs Department to enquire about his/her results, for which purpose he may provide a stamped self-addressed envelope. b) A candidate who is not satisfied with his/her IUCG examination results may request a review of grade by submitting an application to the Vice President (Academic Affairs) after payment of the Re-Marking Fee which shall be determined by the Academic Board. c) An application for re-marking of examination script (following the payment of the Re-Marking Fee) shall be submitted to the Vice President (Academic Affairs) not later than 21 days after the release of the said results, stating the grounds for a review of grade.

310 d) An application entered on behalf of a candidate by a person other than the aggrieved candidate himself/herself shall not be entertained. e) No action shall be taken on an application which is submitted outside the time stipulated in sub-paragraph ‘c’supra. A grade-review process shall not proceed unless the Re-Marking Fee has been fully paid. f) For a complaint which turns out to be frivolous or ill-motivated, the Academic Board may prescribe sanctions which may include barring the complainant from the IUCG examinations for a stated period or indefinitely.

13.2.8 RULES FOR CANDIDATES AT IUCG EXAMINATIONS a) In addition to the General Examinaiton Regulations in Section 2 above, all students of the Islamic University College, Ghana are to take note of the following rules: b) Examinations start at the time stated on the Examination Time Table. Students are advised to be seated fifteen (15) minutes before the stated time. c) No candidate shall be permitted into the examination hall/centre 30 minutes after the start of the paper and candidates will only be permitted to leave the examination hall after 30 minutes have elapsed after the start of the paper. d) A candidate who finishes an examination ahead of time may leave the Examination Room but not earlier than 30 minutes from the commencement of the examination, and not later than 15 minutes to the end of the examination, and only after surrendering his/her answer book(s) and signing the attendance register. The candidate shall not be allowed to return to the Examination Room. e) It is the duty of the candidate to consult the daily time-table at least 24 hours ahead of time. f) All communication shall cease with the start of examination. g) It shall be the candidate's responsibility to provide for himself/herself a pen, pencil, calculator, an eraser or other approved material as needed. It is also the candidate’s responsibility to ensure that he/she is given the right question paper and other material needed for the examination. h) Mobile Phones are strictly prohibited in the examination centres. Invigilators shall refuse to accept a mobile phone for safe keeping. A candidate who enters the Examination Hall with a mobile phone will have the phone confiscated by an Invigilator during the period of the examination. Failure to hand over the phone when requested by an Invigilator constitutes an offence under these Examination Rules and Regulations and the Supervising Invigilator shall not permit the candidate to write the examination. i) No candidate shall carry books, leaflets, notes or any other foreign material/document into the Examination Hall or any place designated as

311 an extension of the Examination Hall (such as a wash rooms set aside for use by candidates during examinations). j) No candidate must hang around the examination after handing over his/her script to an Invigilator. k) No candidate shall be allowed access to his/her script after handing it over to an Invigilator. l) Candidates may be permitted to visit the washroom during the course of the examination when the invigilators are convinced nothing untoward is intended. m) Indecent, shabby and unkempt appearances will not be countenanced in the examination centres. n) An examination candidate shall not bring to the Examination Centre or to the wash-room of the Examination Centre or to the immediate vicinity of the Examination Centre any book, paper, written information or cellular/mobile phones, tablets or any other material, device or instrument not expressly authorized for the purpose of the examination. Any such material shall not be deposited at the entrance to the Examination Room or in the washroom or within a 50-metre radius of the Examination Centre. o) After the Invigilators’ instruction to stop work, all students shall stop writing immediately. p) All candidates should note that the Invigilators carry the full authority of the University Examinations Officer and, through him/her, the authority of the Vice President (Academic Affairs). The Invigilators therefore constitute the supreme authority in the Examination Hall. q) Any candidate seeking clarification on any issue while in the Examination Hall should consult the Invigilators only. Any other person temporarily present in the Examination Hall is there to assist the Invigilators in dealing with explanations relating to an examination paper. r) If a candidate has a complaint about an Invigilator in an Examination Hall, he/she should request another Invigilator to call in the University Examinations Officer and lodge his/her complaint(s).

312 14.0 LIBRARY REGULATIONS 14.1 Library Opening Hours

Period Day Opening Hour September – December Monday-Friday 8:00a.m.– 10:00p.m. AND January - May Saturday 8:00a.m. – 4:00p.m. Sunday Closed

June - August Monday-Friday 8:00a.m. – 4:00p.m. Saturday - Closed Sunday

14.2 Registration of Students All categories of users are required to register with the library. Registration takes place at the circulation desk of the Library.

14.3 Membership of the IUCG Library The Islamic University College, Ghana (IUCG) library is open to the following categories of people: 1. Members of IUCG Council 2. Senior Members of IUCG 3. Students 4. IUCG workers. 5. Permission to use the library may also be granted to other categories of persons at the discretion of and upon conditions decided by the library committee or the Assistant librarian acting on behalf of the committee.

14.4 Borrowing of Books 1. Students may borrow up to two books for a week. 2. Senior members may borrow up to 5 books for a semester, subject to recall after 2 weeks if circumstances of the library so demand. 3. Administrative staff may borrow up to 2 books for a week. 4. No borrowing is allowed during vacation

14.4.1 Books/Materials not for Borrowing Any book may be borrowed except the following: 1. Books marked REFERENCE 2. Newspapers 3. Encyclopedia and Dictionaries

313 4. Course Manuals 14.4.2 Students’ Behaviour Towards Library Staff 1. All readers especially students must treat library staff with courtesy and respect. 2. Readers must not threaten (either physically or verbally), harass, shout at or abuse Library staff.

14.4.3 Library Offences and Sanctions The following shall constitute library offences: 1. Failure to return borrowed books and related materials on date due. Sanction: Offender shall be liable to the payment of a fine of GH¢1.00 per day up to 7 days; thereafter, GH¢2.00 per day. 2. Loss or misplacement of books and related materials. Sanction: Offender will pay twice the current price of the book plus a processing charge of GH¢2.00 3. Unlawful acquisition of library materials / stealing. Sanction: a) Ordinary books: Rustication (suspension) or dismissal. In case of rustication, the user shall lose borrowing rights for one semester. b) Reference books: As in (1) above, plus possible dismissal 4. Mutilation of books and related materials Sanction: A member, who commits this offence, shall pay twice the current price of the book and be denied services of the library for his or her entire stay at IUCG.

14.4.4 General Library Rules 1. All students should register with the library at the beginning of their programme. 2. Bags, gowns, umbrellas, raincoats, cameras, tape recorders and carriers such as large handbags, etc., are not allowed into the library. They must be deposited at the entrance space provided. 3. However, such items are deposited at owner’s own risk. The library does not accept responsibility for any loss or damage to any item so deposited. 4. Eating and drinking are forbidden in all parts of the library. No food of any kind (such as toffees, candies, water, etc ) is allowed in any part of the library. 5. Mobile telephones must not be used for making or receiving calls whilst in the library.

314 6. Mobile telephones and audible pagers must be switched off, or put on silent mode before entering the library and must remain off while in the library. 7. Each reader must be considerate towards other readers and must behave in a way that does not disturb others. Readers should try to make as little noise as possible. In particular, talking must be kept to a minimum. Where talking is necessary it must be done quietly. 8. Firearms and other offensive weapons are not allowed in the library. 9. No seat shall be reserved by or for any reader. Any seat(s) so reserved shall be cleared by library staff or may be used by other readers. 10.Books consulted should not be returned to the shelves. They should be left on the reading tables. 11.Users cannot take library materials out of the library without passing through the right borrowing procedures. 12.Any unlawful acquisition of library materials, i.e. attempted stealing, shall be subjected to appropriate sanctions. 13.All borrowed books should be returned by the last day of each semester. 14.Smoking is forbidden in all parts of the library. 15.Failure to return all library books by the end of the academic year may result in examination results being withheld till books are returned. 16.Users must submit any material or item carried out of the library for inspection. Body searches may be conducted if deemed necessary. 17.It is an offence to write on, or cancel or remove library notices and circulars. 18.Any book on loan that is recalled shall be returned within 72 hours of the recall notice, or else, fines will be imposed thereafter. 19.A book may be borrowed for a period not exceeding one week (7 days); it could be renewed only once for another one week, after the first week has elapsed. 20.It is an offence to cut page(s), from, write in or cancel any print in a book belonging to the Library.

14.6OTHER REGULATIONS It shall be an offence for a student to: - 1. Cultivate, possess, use or peddle narcotics and other drugs as listed in the PHARMACY AND DRUGS ACT, 1961 (Act 64) -- see Insert 1 below Willfully cause damage to the property or good name of the University College, and/or incite others to cause such damage. 2. Publish defamatory material on campus.

315 3. Smoke on campus. 4. Possess firearms on campus. 5. Make undue noise within the University College premises, especially during office hours and when lectures are in Progress.

316 INSERT 1 14.6 PHARMACY AND DRUGS ACT, 1961 (Act 64)

PHARMACY AND DRUGS ACT, 1961 (Act 64)

Part 11 NARCOTICS DRUGS

1. Indian Hemp

2. Coca leaves, cocaine (including synthetic cocaine) and ecgonine and their respective salts, the esters of ecgonine and their respective salts, any solution or dilution of cocaine or its salts in an inert substance (whether liquid or solid) containing any proportion of concaine, and any preparation (not being such a solution or dilution as aforesaid) containing not less than one-tenth per cent of cocaine or any proportion of ecgonine.

3. Any product obtained from any of the ecgonine alkaloids of the coca leaf, not being a product which, on 13thday of July 1931, was being used for medical or scientific purposes.

4. Raw opium, medicinal opium and opium prepared for smoking.

5. Any product obtained from any of the phenanthrene alkaloids of opium, not being a product which, on 13 July 1931, was being used for medical or scientific purposes.

6. Morphine and its salts, and any solution or dilution of morphine or its salts in an inert substance whether liquid or solid containing any proportion of morphine, and any preparation, admixture, extract or other substance (not being such a solution or dilution as aforesaid) containing not less than one-fifth of one per cent of morphine.

317 14.7 WELFARE AND DISCIPLINE OF STUDENTS The Dean of Students is responsible for the Welfare and Discipline of students. He/she works in close collaboration with the Students’ Representative Council (SRC) and The Guidance and Counselling Unit. For the efficient and effective running of his/her office, the Dean of Students shall have the support of a committee made up of: b) Three representatives of the Lecturing staff c) A representative of the SRC d) A representative of the Academic Affairs Department e) A representative of the General Administration Department (as member/secretary)

14.8 DISCIPLINARY PROCEDURE There shall be a disciplinary board or committee for Junior Members. A disciplinary board or committee shall investigate an allegation of misconduct on the part of a Junior Member and shall make appropriate decisions including sanctions. The Vice President (Finance and Administration) shall implement the decision of the disciplinary board or committee in accordance with IUCG Stautes.

A disciplinary proceeding in respect of a junior member is without prejudice to the right of the Academic Board to investigate an allegation of impropriety or malpractice relating to admission into the University or examinations and to take appropriate action including disciplinary sanctions.

14.9 DISPUTES BETWEEN STUDENTS Where a dispute of non-academic nature arises between students of the University College, the dispute shall be referred to the Committee of Dean of Students to resolve it. If the dispute is not resolved at that level, the matter shall be referred to the Vice President (Finance and Administration) who may set up a Committee of Inquiry for this purpose or may request the Disciplinary Board to investigate and recommend further action.

14.10 SANCTIONS Disciplinary measures for breaching the Rules and Regulations of the University College (IUCG) or for committing any other act of indiscipline that could disturb the good order of the College or bring discredit to the University College shall take the following forms: a) Warning or reprimand b) A monetary fine c) Withholding of Examination results d) Suspension from the University College for a period (“rustication”) e) Dismissal from the University College

318 Punishments which involve temporary or permanent removal from the University College shall be effected only after the approval of the Management Board of IUCG.

14.11 APPEALS ON DISCIPLINARY ACTION Any student who is dissatisfied with any disciplinary action may appeal to the President through the Dean of Students for a review within 7 days after receiving notification of the disciplinary measure instituted. The President, on receipt of a review request from the Dean of Students, may order a review of the disciplinary action. When carrying out such a review, the President may set up a Committee of Inquiry (on which students’ interests are represented) or may request the Disciplinary Board to investigate and make recommendations for further action.

15.0 POLICY ON PAYMENT OF STUDENT FEES AND CHARGES

INTRODUCTION This document sets out the policy of the Islamic University College, Ghana (IUCG) regarding student fees and charges. Underlying this policy is IUCG’s mission of providing quality tertiary education to the youth, especially those from less-privileged communities. This policy is thus founded on the principles of flexibility, accessibility, affordability and quality service. In order to provide high quality tuition and maintain the required high standards, the IUCG as an institution with the lowest fees and charges in private tertiary education relies on prompt, full payment of fees in order to operate.

PAYMENT OF FEES All students are required to pay their fees promptly and in full. Failure to pay fees by the due date shall have consequences including automatic deferment for the academic year. Registration of courses shall be for two weeks after school reopens for each academic year. There shall also be a period for late registration as may be determined by Management.

Students who were hitherto pursuing programmes with lower fees but have applied to pursue programmes with higher fees will be required to pay up the difference in fees before their application is approved. This is to ensure fairness and equity.

PAYMENT PLAN Students are required to pay at least seventy percent (70%) to be eligible to register for their courses for the semester. The remaining thirty percent (30%) must be paid before the end of semester examinations. A student is only qualified to write exams only after he’s paid up his complete fees.

Students who, for whatever reason, are not able to follow this payment plan

319 are required to contact the Finance Office and agree on a payment plan that is favourable to the student as well as the IUCG. Otherwise, the student will not be eligible to continue.

LATE PAYMENT OF FEES Students who fail to pay their fees within the registration period shall be required to pay penalty for late registration. Late registration shall attract an automatic penalty of one hundred Ghana cedis (GHS 100) and ten Ghana cedis (GHS 10) for each additional day that passes by until the period of late registration expires.

It is required that final year students pay their fees in full before writing their final exams. Where they are allowed to write their exams with some fees being in arrears, they will be required to pay before their results before their results are processed for graduation. In the meantime, the amount in arrears will attract a penalty to be determined by Management.

ENCUMBRANCES A student shall not have access to IUCG facilities unless he has paid his fees. These facilities include lecture halls, library, Wi-Fi, Hostel, among others.

For final year students whose fees are in arrears, their results will not be processed for graduation. The results will only be processed after they have paid up their fees. Consequently, they qualify for graduation only after they have paid up and their results have been processed.

REFUND A student shall be entitled, subject to this policy, to a refund of his fees where the student is unable to continue his studies for a particular academic period. Such student must apply to the Vice President, Finance and Administration for refund.

A student shall have a refund of 100% where he is unable to continue before the academic period begins; and 50% within one month. A student shall not receive a refund a month into an academic period. All refunds are subject to a deduction of 5% for administrative charges.

16.0 THE IUCG NEEDY STUDENTS FUND (INSFund)

OBJECTIVE

The objective of the INSFund is to offer scholarship and discount to needy but brilliant students of the University College. The INSFund seeks to complement the effort of IUCG over the years in this regard and to cover the category of students not covered under the IUCG Scholarship Scheme.

320 The IUCG as a non-profit-making institution is committed to making quality tertiary education founded on sound moral principles accessible to the youth, especially those with less privileged backgrounds. With this mission, the IUCG has since its inception granted access through the award of scholarships to many Ghanaian youth who have gone on to achieve great things for themselves, their communities and the country as a whole. The INSFund seeks to ensure that the mission of IUCG is better achieved with more people accessing quality tertiary education. INSFUND ADMINISTRATION 1. Funding Sources Funding shall be sourced from: a) philanthropic individuals from the Muslim community, b) charity organizations, and c) Donations from IUCG. Such funds may be invested in future by the Board of Trustees. 2. Board of Trustees The INSFund shall be administered by an eminent group of ten (10) made up of two (2) student representatives (the SRC President and one other), one (1) representative of the alumni of IUCG, three (3) senior members and staff of IUCG, and four (4) other prominent Ghanaian Muslims who shall constitute the Board of Trustees.

The Board shall be independent of the administration of IUCG in terms of control, decision and policy. The Duty of the Board shall be to mobilize funds into the INSFund and administer same. The Board shall also approve the grant of scholarship and discount to all successful applicants.

3. INSFund Secretariat There shall also be a secretariat whose duty shall be to receive all scholarship applications, process them as per the criteria for consideration by the Board and communicate the Boards decision to applicants. The Secretariat shall basically handle all administrative issues related to the INSFund. ACCESS CRITERIA Applications to the Fund shall be open to all Ghanaian IUCG students who are needy but brilliant. To access it, a student must complete the IUCG Needy Students Fund Form. The Form must be supported by the following documents: a) WASSSCE certificate (Fresher) b) Academic Transcript at IUCG (Continuing Student) c) Confirmation of ‘needy status’ by a head of a religious body or chief (Imam, reverend, chief, etc.) d) Any official document suggestive of financial difficulties (Death certificate of deceased parents, Pay slip of parents, etc.) e) Introductory letter from SRC

321 17.0 AMENDMENT OF HANDBOOK

The Islamic University College, Ghana, reserves the right to change rules, regulations and policies, as well as programme and course requirements in this Handbook without prior notice.

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