Objective

The course seeks to help students to understand the concept and processes of social change in Ghana and its impact on the social structure, interactions and development.

Content

This course introduces students to basic concepts of social change and society. General conditions and factors of social change and development such as colonialism, neo-colonialism, globalization, democratization, technology and gender dynamics are examined. The general patterns of adaptation to changes at the individual, group and structural levels are also examined within the Ghanaian context.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Ansa-Asamoa, K. (2001). On social change in sub-Saharan Africa; A guide to the study of the process of social transformation. Accra, Ghana: Woeli Publishing Services.

Dowuona-Hammond, C. (2006). Property rights of women in Ghana, 6, GTZ Pluralism and Gender Pilot Project, Accra: Attorney-General and Ministry of Justice, Access to Justice Series p. 4-5.

Hoogvelt, A. M. M. (1976). The sociology of development societies. London: MacMillan.

Nukunya G. K. (2001). Tradition and change: An introduction to sociology. Accra, Ghana: Ghana Universities Press.

Rodney, W. (1972). How Europe underdeveloped Africa. Abuja: Panaf Publishing Inc.

Objective

The course helps students to understand the relationship between protection agencies and communities.

Content

The course covers areas such as the interaction between the protection agencies - police, community police, fire service, national disaster management organization, traditional authorities, lower courts - and how that affects the general security of communities and the country as a whole.

Mode of Delivery

The course is delivered through lectures and in-class group discussions.

Reading Materials

Boateng, W. (2012). It’s only a hoodwink who doesn’t change the mind: A sociological lens on family stress, domestic violence and health. International Journal of Humanities and Social Sciences 2(3), 34-39.

Coker-Appiah, D. and Cusack, K. (1999). Violence Against Women and Children in Ghana: Report of a National Study. Ghana: Gender Studies and Documentation Centre.

Gartner, R., Dawson, M., & Crawford, M. (2001). Women killing: Intimate femicide in Ontario, 1974-1994. In Bonnie J. Fox (Ed.). Family patterns, gender patterns (2nd edition). Toronto: Oxford University Press.

McDaniel, S., & Tepperman, L. (2010). Close relations: An introduction to the sociology of families (4th edition). Canada: Pearson.

Sprott, J. B., & Doob, A. N. (2000). Bad, sad, and rejected: The lives of aggressive children. Canadian Journal of Criminology, 42(2), 123-133.

Steeves, V., & Pinero, V. B. (2008). Privacy and police power: Situating the reasonable expectation of privacy test. Canadian Journal of Criminology and Criminal Justice, 50(3), 263-269.

Objective

The course enables students to explain the relationship between deviance and crime.

Content

This course deals with the various perspectives and arguments advanced by sociologists to explain the nature, causes and functions of social deviance and solutions to it. In addition, some of the perspectives and arguments put forward by other disciplines such as biology and psychology are examined in order to demonstrate the similarities and differences between sociological and non-sociological interpretations of deviant behaviour.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Akers, R. (1997). Criminological theories: Introduction and education. Los Angeles: Roxbury Publishing Company.

Cox, S. M., & Wade, J. (1998). The criminal justice network. New York: McGraw-Hill.

Giddens, A. (2006). Sociology. Cambridge: Polity Press.

Ritzer, G. (1986). Social problems (2nd edition). New York: Random House.

Siegel, L. J. (2008). Criminology: Theories, patterns and typologies. Belmont: Thompson & Wadsworth.

Thio, A., & Calhoun, T. (2001). Deviant behavior. Boston: Alan and Bacon.

Objective

The course introduces students to basic knowledge of the research process to equip them to conduct basic research.

Content

This course provides basic skills in research and analytical methods to students. The students are taken through issues of research, the research process, and the ethical aspects of data collection. The course also takes students through the steps in research, including problem statement and basic methods of data collection.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Bickman, L. & Henchy, T. (1972). Beyond the laboratory: Field research in social psychology. New York. McGraw-Hill.

Ellis, L. (1994). Research methods in social sciences. London: WCM Brown and Benchmark Publishers.

True, J. A. (1989). Finding out: Conducting and evaluating social research (2nd edition). Belmont, CA: Wadsworth.

Twumasi, P. A. (1986). Social research in rural communities. Accra: Ghana Universities Press.

Kumekpor, T. K. B. (2002). Research methods and techniques of social research. Accra: Soulife Press and Service.

Newman, W. L. (1991). Social research. New York: Addison-Wesley Educational Publications.

Objective

The course equips students with the skills needed for effective communication in English.

Content

The course is designed to equip students with language skills to enable them write effectively in both academic and non-academic discourses. The course enhances student's communicative ability in English. It also assists students to adopt the conventional methods of communication and communicate with grammatical accuracy.

Mode of Delivery

The content is delivered through lectures, individual and group presentations.

Reading Materials

Gborsong, P. (2011). Fundamentals of communicative skills for undergraduate students and secretaries. Saarbrucken, Germany: Lambert Academic Publishing GMBH & Co.

Gogovi, G. A. K., Gborsong, P., Yankah, V. K., & Essel, K. (2000). Communicative skills. Cape Coast: Centre for Continuing Education, University of Cape Coast.

Opoku-Agyemang, N. J. (1998). A handbook for writing skills. Accra: Ghana Universities Press.

Sekyi-Baidoo, Y. (2003). Learning and communicating. Accra: Infinity Graphic Ltd.

Yankson, K. E. (1994). Better English through concord for West African students. Cape Coast: Hampton Press.

Objective

The course equips students with the fundamentals of computing.

Content

This course introduces students to the basic principles of computing, and how to use computers for data processing and analysis. Students are introduced to concepts such as word, excel windows, data entry and analysis. Students are also taken through theory and practical exercises.

Mode of Delivery

The course is delivered through lectures, class activities, individual and group presentations.

Reading Materials

Asante, A. (2012). Essentials of computers for tertiary students. Cape Coast: University of Cape Coast Press.

Laudon, K. C. & Laudon, J. P. (2000). Management information systems. Upper Saddle River, NJ: Prentice-Hall.

Norton, P. (1999). Introduction to computers. New Delhi: McGraw-Hill.

Norton, P. (2003). Computing fundamentals. New York: McGraw-Hill.

Pallant, J. (2001). SPSS survival manual: A step-by-step guide to data analysis using SPSS for windows. London: Open University Press.

Objective

The course aims at developing students’ understanding of the basic issues in gender studies. 

Content

The course introduces students to the concept of gender and how it differs from sex. In addition, the course interrogates how gender is constructed and assimilated as natural; what constitute gender roles and how such roles differ from society to society. Further, gender roles in Ghana are analysed and the theories, particularly those relating to feminists' explanation of gender construction are discussed.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Adams, T. M. & Fuller, D. B. (2006). The words have changed but the ideology remains the same. Misogynistic lyrics in rap music. Journal of Black Studies 36(6), 938-957.

Amaduimelfy I. (1987). Male daughters, female husbands. London: Zed Books.
Baden, S. & Geotz, A. (1998). Who needs sex when you can have gender? In C. Jackson & R. Pearson (Eds.). Feminist vision of development. London: Routledge.

Holmes, M. (2007). What is gender? Sociological approaches. London: Sage.

Kimmel, M. (2000). The gendered society. New York: Oxford University Press.

Wood, U. T. (2008). Gendered lives, communication, gender and culture. California: Wadsworth Publications.

Objective

The course discusses the importance of self-investment and how individuals can project themselves to employers with the view of advancing their career goals.

Content

The course covers the importance of personal and career development programmes such as conferences, short courses, workshops, seminars, resume writing, job hunting, and networking. Emphasis is placed on developing the skills of students to succeed as effective employees in their places of work.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Afrassa, T. M. (2001). Student level factors that influence the employability of TAFE graduates over time: A partial least-square. Adelaide: Office of Vocational Education and Training.

Ashkanasky, N. M. & Daus, C. S. (2005). Rumors of the death of emotional intelligence in organizational behavior are vastly exaggerated. Journal of Organizational Behavior, 26, 441-452

Austin, E. J., Parker, J. D. A., Petrides, K. V., & Saklofske, D. H. (2008). Emotional intelligence. In: G. J. Boyle, G. Matthews., & D. H. Saklofse. (Eds.). Sage handbook of personality theory and assessment, (pp. 576-596). London: Sage.

Bakar, B. & Hanafi, I. (2007). Assessing employability skills of technical-vocational students in Malaysia. Journal of Social Science, 3(4), 202-207.

Beukes, C. J. (2009). The relationship between employability and emotional intelligence. Unpublished research report, Department of Industrial and Organizational Psychology, University of South Africa, Pretoria.

Brolin, D. E., & Loyd, R. J. (2004). Career development and transition services: A functional life skills approach. Upper Saddle River, NJ: Pearson.

Objective

This course introduces students to issues of small arms and light weapons in Africa with a focus on Ghana.

Content

This course exposes students to the problems created by the proliferation of small arms and light weapons. The effects of the illicit manufacture and trade in small arms and light weapons in our communities are discussed. The role of protection agencies such as the police, military, immigration, fire service and customs service in combating the proliferation of arms is discussed.

Mode of Delivery

The couse is delivered through lectures, individual and group presentations.

Reading Materials

Abdulai, N. (2003). Introduction to small arms. Accra: Foundation for Security and Development in Africa.

Muggah, R. & Batchelor, P. (2002). Development held hostage: Assessing the effects of small arms on human development. New York: UNDP.

Forberg, E. & Terlinden, U. (1999). Small arms in Somaliland: Their role and diffusion. Berlin: BITS.

Prah, M. & Akonor, E. (N.D.). Illicit arms production in Ghana: Supplementary Survey. Accra: Foundation for Security and Development in Africa

Fowler, W., North, A., & Strong, C. (2008). The history of pistols, revolvers and submachine guns. London: Southwester.

Objective

This course equips students with the understanding of group dynamics to enhance effective interpersonal relations within and outside the workplace.

Content

This course explores group dynamics including the social processes by which people interact and behave in a group environment. It deals with processes such as the formation, development, structure, norms and functioning of social groups. The concept of group is defined and the role of the group in promoting cohesion and the development of society is discussed. Decision-making as an aspect of group dynamics is explored. The various leadership styles, power and influence are also examined.

Mode of Delivery

The content is delivered through lectures, individual and group presentations.

Reading Materials

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th edition). Boston: Cengage.

Donelson, F. (2010). Group Dynamics. New York: Wadsworth

Forsyth, D. R. (2010). Group yynamics (5th edition). Belmont, CA: Wadsworth/Cengage. Haynes, N. M. (2012). Group dynamics: Basics and pragmatics for practitioners. Lanham, MD: University Press of America.

Levi, D. (2017). Group Dynamics for teams (5th edition). Los Angeles: Sage.
Schneider, S. & Weinberg, H. (Eds.). (2003). The large group re-visited: The herd, primal horde, crowds and masses. London and New York: Jessica Kingsley Publishers.

Objective

The course introduces students to the basic sociological concepts and theories applicable to crime.

Content

The course covers areas such as the definition of crime, types such as homicide, rape, sexual deviation, crime, corporate crime, crime by state and terrorism, and criminology from the sociological point of view. In addition, the course identifies and describes the social history associated with crime in our society.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Police Service of Ghana. (2003). Crime statistics. Statistics and Information Technology Unit, CID Headquarters. Accra.

Siegel, L. (2010). Criminology: Theories, patterns and typologies. Belmont: West Publishing.

Siegel, L. & Senna, J. J. (1998). Juvenile delinquency: Theory, practice and laws. St. Paul: West Publishing Company.

Thio, A. (2001). Deviant behavior (6th edition). Boston: Allyn and Bacon.

The Constitution of the Republic of Ghana, (1992). Accra: Ghana Publishing Company.

Twumasi, R. K. (1982). The criminal code of Ghana. Accra: Ghana Publishing Corporation.

Objective

The course introduces students to basic data analysis software.

Content

In this course, students work with Statistical Product for Service Solution (SPSS) tool to define variables, choose the appropriate scales and measures, enter data, prepare and manipulate datasets for analysis, conduct simple descriptive and graphic analysis, interpret results and write reports.

Mode of Delivery

The course is delivered through lectures, individual, group presentations and practical activities.

Reading Materials

Asante, A. (2012). Essentials of computers for tertiary students. Cape Coast: University of Cape Coast Press.

Laudon, K. C. & Laudon, J. P. (2000). Management information systems. Upper Saddle River, NJ: Prentice Hall.

May, T. (2011). Social research issues, methods and process. Berkshire: Open University Press.

Pallant, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. London: Open University Press.

Sabine, l. & Everitt, B. S. (2004). A handbook of statistical analysis using SPSS. New York: CRC Press Company.

Objective

The course introduces students to some conceptual issues about family violence and basic theories explaining the occurrence of violence.

Content

The family as an institution is examined. Through interactive methods, violence toward some of the most vulnerable members of the family and society - children, women and the elderly - are explored. Relevant theories are used to analyse the incidence, gendered nature, dynamics and effects of violence in various local settings and international contexts. Students are introduced to ways by which the state, through laws and policies, and protection agencies such as the police service, legal institutions and advocacy groups, have responded to the violence in Ghana.

Mode of delivery

This course is delivered through lectures, group presentations and documentaries.

Reading Materials

Amoakohene, M. I. (2004). Violence against women in Ghana: A look at women’s perceptions and review of policy and social responses. Social Science and Medicine 59, 2373-2385.

Coalition, W. M. (2004). Women’s manifesto of Ghana. Accra: Abantu for Development. Ghana. (2007). The domestic violence act. Republic of Ghana.

McKie, L. (2005). Families, violence and social change. Maidenhead: McGraw-Hill.

Nukunya G. K. (2001). Tradition and change: An introduction to sociology. Accra, Ghana: Ghana Universities Press.

Objective

This course equips students with basic skills in analysing conflict using case studies.

Content

In this course, the significance of conflict analysis and its challenges are examined. Students are presented with a variety of conflict case studies for analysis in class and as assignments. The case studies illustrate political, ethnic, religious, domestic conflict as well as conflict on university campuses.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Awedoba, A. K. (2009). An ethnographic study of northern Ghanaian conflicts: Toward sustainable peace. Accra: Sub-Saharan Publishers.

Azar, E. (1990). The management of the protracted social conflict: Theory and cases. Worcester: Darmouth.

Best, S. G. (Ed.). (2006). Introduction to peace and conflict studies in West Africa: A Reader. Ibadan: Spectrum Books.

Malan, J. (1997). Conflict resolution wisdom from Africa. Durban South Africa: ACCORD. Ngwne, G. (1996). Settling dispute in Africa: Traditional bases for conflict resolution. Yaounde: Buma Kor.

Nnoli, O. (Ed.). (1998). Ethnic conflicts in Africa. Dakar: Cordesria Book Series.

Objective

The course introduces students to conflict studies, management and resolution strategies.

Content

The course introduces students to basic conflict resolution and management methods that can be used to deal with conflicts at both micro and macro levels of society. The course also takes students through conflict resolution methods such as negotiation, arbitration and mediation. Some case studies in conflict management and resolutions are discussed.

Mode of Delivery

This course is delivered through lectures, practical sessions, presentations and conferences.

Reading Materials

Coser, L. (1956). The functions of social conflict. New York: The Free Press.

Menkhaus, T. (2000). Traditional conflict management in contemporary Somalia. In W. Zartman (Ed.). Traditional cures for modern conflicts. London: Lynne Rienner.

Mitchell, C. & Michael B. (1996). Handbook of conflict resolution: The analytical problem-solving approach. London and New York: Pinter.

Moore, C. W. (1996). The mediation process: Practical strategies for resolving conflict (2nd edition). San Francisco, CA: Jossey-Bass Publishers.

Osaghae, E. (2000). Applying traditional methods to modern conflict: Possibilities and limits.’ In W. Zartman (Ed.). Traditional cures for modern conflicts. London: Lynne Rienner.

UNICEF (1997). Education for conflict resolution: A training for trainers’ manual. New York: Education for Development.

Objective

The course equips students to understand the basic principles of law, their application and relevance to the Ghanaian society.

Content

This course focuses on the law as a social fact and its application in society. It discusses the theoretical schools of law, importance and functions of law, effective law and human rights. The course also examines some bills and acts passed by parliament under Ghana’s Fourth Republican Constitution, their application and relevance to the Ghanaian society.

Mode of Delivery

The content is delivered through lectures, individual and group presentations.

Reading Materials

Bluwey, G. K. (2000). Political Science: An introduction. Accra: Yemens Press.

Hauss, C. (2000). Comparative politics: Domestic responses to global challenges. Belmont CA: Wadsworth.

Wards, L. (1998). An introduction to critical legal theory. London: Gavendish Publishing. The 1992 Fourth Republican Constitution of Ghana.

UN General Assembly, Universal Declaration of Human Rights, 10 December 1948, 217 A (III), available at: https://www.refworld.org/docid/3ae6b3712c.html

Objective

This course equips students to understand the foundations and dynamics of the state in relation to the conflict in Africa.

Content

This course examines the dynamics and the course of the state formation in Africa from the pre-colonial through the colonial to the present day. It discusses the effects of ethnic multiplicity political party systems and traditionalism in these states and how African governments deal with issues of law and order as well as globalization in present-day Africa. 

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Agyeman, D. K. (2005). The ethnic factor in national development: Uses and abuses. (Available at the Department of Sociology and Anthropology Library, University of Cape Coast).

Calvocoressi, P. (1985). Independent Africa and the world. New York: Longman.

Giddens, A. (1989). Sociology. Cambridge: Polity Press.

Nnoli, O. (Ed.). (1998). Ethnic conflicts in Africa. Dakar: CODESRIA Book Series.

Rodney, W. (1974). How Europe under-developed Africa. Washington: Howard University Press.

Rothchild, D. & Olarunsola, A. V. (Eds.). (1983). State versus ethnic claims: African policy dilemmas. Colorado: Westview Press.