Abstract
Narratives offer academic communities a moment of reflexivity. However, stories told by members in academic communities are under-studied. Drawing on Wenger’s idea of community of practice, the present study examined the narratives of 12 senior communication educators in three public universities in Ghana, and how the narratives shape the knowledge economy. Using field notes, technical documents, and structured interviews, the study revealed that community practice in the field of communication education in Ghanaian public universities is constrained by a not so vibrant community that faces challenges in localising a Western curriculum, and is yet to coordinate its local language research agenda.
Highlights
The knowledge economy is associated heavily with brain power, creativity, and other so-called human capital
This study examined how the narratives of 12 senior communication educators in three public universities in Ghana shape the knowledge economy
Study Methods As mentioned earlier, the present interpretive study was conducted at three public universities: University of Cape Coast (UCC), University of Education, Winneba (UEW), and University of Ghana (UG)
Summary
The knowledge economy is associated heavily with brain power, creativity, and other so-called human capital. This study examined how the narratives of 12 senior communication educators in three public universities in Ghana shape the knowledge economy. The workshop gave African communication scholars the platform to review curricula, and reflect on the theoretical and practical issues involved in communication education in West, Central, and Southern Africa (Boafo & Wete, 2002) It is, sad to note that stories that shape communication and media studies in countries south of the Sahara are often not told. On the Knowledge Economy of Communication Education in Ghana I analyse key issues as discussed by participants These include concerns about the dynamism of their community of practice, challenges in localising a Westerncentric communication curriculum, little research on local languages, and an onerous quality assurance system.
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