About

Yaw Owusu-Agyeman is an Associate Professor in the Department of Adult Education and Human Resource Studies. His research interests include higher education, lifelong learning, academic development, adult learning, green skills, innovative pedagogies, and relational pedagogies. Yaw holds a PhD in Curriculum Studies from Stellenbosch University. Between December 2018 and November 2021, he served as a postdoctoral research fellow at the University of the Free State in Bloemfontein, South Africa. Yaw also served as a Research Associate at the Center for Higher and Adult Education, Stellenbosch University. He is a Fellow of the Higher Education Academy (now Advance HE), UK. Yaw currently is an Associate Editor of Heliyon, which is published by Elsevier, and he is also a member of the Editorial Board of Industry and Higher Education Journal, which is published by Sage.

Education

PhD in Curriculum Studies from Stellenbosch University, South Africa
 

Research Interest

• Student Engagement, Social Connectedness, and Learning Experiences in Higher Education
• Adult Learning, Lifelong Learning, and Professional Development in Universities
• Green Skills Development and Sustainability Education
• Technical and Vocational Education and Training (TVET) Perceptions, Reputation, and Skills Development
• Student Transitions, Adjustment, and Support Systems in Higher Education

Publications

Owusu-Agyeman, Y. (2025). Supporting older adults to respond to public health emergency situations through educational activities: A thematic approach. Educational Gerontology, 1-18. https://doi.org/10.1080/03601277.2025.2536991. 

Owusu‐Agyeman, Y. (2025). Microlearning for Green Skills Development in Ghana: A Pathway to Sustainability and Just Transitions. International Journal of Training and Development, 29(2), 209-221. https://doi.org/10.1111/ijtd.12356 

Owusu-Agyeman, Y., Brenya, B., Kwapong, O. A. T. F., & Abrefa-Gyan, T. (2025). Teacher perceptions about the reputation of technical and vocational education and training in Ghana. Education+ Training, 67 (3), 361-388. https://doi.org/10.1108/ET-10-2023-0446 

Owusu-Agyeman, Y. (2024). Career success, collegiality, and the intentions of early career academics to stay in the academic profession. Mentoring & Tutoring: Partnership in Learning, 32(4), 440-465. 

Owusu-Agyeman, Y. (2024). How lifelong learning shapes the professional development of staff in higher education institutions. Quality Education for All, 1(2), 134-150. 

Owusu-Agyeman, Y., & Amoakohene, G. (2024). Community-led approaches to the academic development of pracademics in universities: evidence from Ghana. International Journal for Academic Development, 29(2), 283-296.

Owusu-Agyeman, Y., & Aryeh-Adjei, A. A. (2024). The development of green skills for the informal sector of Ghana: towards sustainable futures. Journal of Vocational Education & Training, 76(2), 406-429.

Owusu-Agyeman, Y., & Pillay, S. (2024). The Use of Social Network Sites to Enhance Relational Teaching in Higher Education. The Journal of Educators Online, 21(2), 98-113. 

Owusu-Agyeman, Y. (2024). Nonformal learning approaches and the professional development of teachers in higher education. Development and Learning in Organizations: An International Journal, 38(2), 9-12. 

Sasu, K. J., & Owusu-Agyeman, Y. (2024). When the Chief is Away: Managing a Leadership Vacuum in a Ghanaian Community. Peace Review, 36(2), 370-383. https://doi.org/10.1080/10402659.2024.2319088.

Owusu-Agyeman, Y. (2024). Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education. Journal of Professional Capital and Community, 9(1), 19-36. https://doi.org/10.1108/JPCC-03-2023-0016 

Owusu-Agyeman, Y., & Moroeroe, E. M. (2023). Relationality and Student Engagement in Higher Education: Towards Enhanced Students' Learning Experiences. International Journal of Emotional Education, 15(2), 37-53. https://doi.org/10.56300/ZANL1419 

Owusu-Agyeman, Y., & Pillay, S. (2023). Religion, Religious Climate, and Students’ Sense of Belonging in a South African University: A Social Constructionist Approach. Journal of Religion in Africa, 54(4), 511-534. https://doi.org/10.1163/15700666-12340283.

Owusu-Agyeman, Y., & Pillay, S. (2023). Insights and experiences of students about the factors that enhance relational pedagogy in higher education. Journal of University Teaching & Learning Practice, 20(6), 20. https://doi.org/10.53761/1.20.6.20 

Owusu-Agyeman, Y., & Mugume, T. (2023). Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment. Tertiary Education and Management, 29(2), 189-209. https://doi.org/10.1007/s11233-023-09120-3 

Owusu-Agyeman, Y & Moroeroe, E. (2022). Professional community and student engagement in higher education: Rethinking the contributions of professional staff. Journal of Professional Capital and Community. 7(2), 126-143. https://doi.org/10.1108/JPCC-10-2020-0078 

Owusu-Agyeman, Y. (2022). Intercultural relationships and students’ sense of social connectedness in a South African university. Review of Education, Pedagogy, and Cultural Studies, 44(3),253-280. https://doi.org/10.1080/10714413.2021.1919474 

Owusu-Agyeman, Y. (2022). The mentoring experiences of professional staff in higher education: evidence from a South African university. International Journal of Evidence Based Coaching and Mentoring 20 (2), 115-131. https://doi.org/10.24384/sff8-p872 

Owusu-Agyeman, Y. (2022). The Mentoring Experiences of Early Career and Senior Academics in a Multicampus University in South Africa. Educational Process: International Journal 11(1), 65-85. https://doi.org/10.22521/edupij.2022.111.5 

Owusu-Agyeman, Y. (2022). Experiences and perceptions of academics about student engagement in higher education. Policy Futures in Education. 20(6), 661-680. https://doi.org/10.1177/14782103211053718 

Owusu-Agyeman, Y. (2021). Subjective career success and adaptation of early career academics: A career construction theory approach. Australian Journal of Career Development. 30(3), 167-176. https://doi.org/10.1177/10384162211069205 

Owusu-Agyeman, Y (2021). Student transition experiences and the agency of supportive campus environment in higher education. Student Engagement in Higher Education Journal. 4(1), 128-155. 

Owusu-Agyeman, Y & Fourie-Malherbe, M. (2021). Enhancing technical and vocational knowledge and skills of adult learners in Ghanaian universities. Journal of Vocational, Adult and Continuing Education and Training. 4(1), 24-24. 

Owusu-Agyeman, Y. (2021). The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education. Journal for Multicultural Education. 15(4), 429-444. https://doi.org/10.1108/JME-06-2021-0089  

Owusu-Agyeman, Y. (2021). Formation of a sustainable development ecosystem for Ghanaian universities. International Review of Education, 67, 333-362. https://doi.org/10.1007/s11159-020-09857-8 

Owusu-Agyeman, Y., & Fourie-Malherbe, M. (2021). Students as partners in the promotion of civic engagement in higher education. Studies in Higher Education, 46(6), 1241-1255. https://doi.org/10.1080/03075079.2019.1666263 

Owusu-Agyeman, Y., & Amoakohene, G. (2021). Student engagement and perceived gains in transnational education in Ghana. International Journal of Comparative Education and Development. 23(4), 297-316. https://doi.org/10.1108/IJCED-11-2020-0085

Owusu-Agyeman, Y. (2021). Transformational leadership and innovation in higher education: a participative process approach. International Journal of Leadership in Education, 24(5), 694-716. https://doi.org/10.1080/13603124.2019.1623919 

Owusu-Agyeman, Y., Andoh, J. S. & Linadune, E. (2021). The COVID-19 pandemic and student engagement in online learning: The moderating effect of technology self-efficacy. Journal of Pedagogical Research, 5(4), 119-139. https://doi.org/10.33902/JPR.2021473586 

Owusu-Agyeman, Y., & Amoakohene, G. (2020). Transnational education delivery in Ghana: examining the benefits, challenges and future prospects. Policy Reviews in Higher Education, 4(2), 135-163. https://doi.org/10.1080/23322969.2020.1774408