Running Head: THREE INSTITUTIONAL PERCEPTIONS 1

Three Institutional Perceptions of Knowledge—An

informative comparison of Tranby Aboriginal College, Bowdoin College, and the University

of Ghana

Jennifer L. James

September 20, 2010

THREE INSTITUTIONAL PERCEPTIONS 2

Three Institutional Perceptions of Knowledge—An informative comparison of Tranby

Aboriginal College, Bowdoin College, and the University of Ghana

Education beyond the high school level has been labeled elitist by some, and labeled as a

wonderful opportunity by others. Many who are encouraged to attend college and have the

finances to do so typically will not perceive of the value of education similarly to those who

struggle with the decision and money to accomplish such a task. Whatever the means, the value

of education has shifted over time, demanding new subjects and methods for a culturally diverse

population of learners. From vocational influences to service learning, many places of higher

education have considered the rapid pace of both society and the civil nature of learners.

Whether public or private, an institution’s effectiveness is typically gauged by how well it can

appeal to students’ needs and how well the institution can maintain this appeal over time. Part of

exploring the intent and reach of higher education includes taking a diverse glimpse into social

and cultural values of three very different institutions of learning: Tranby Aboriginal College,

Bowdoin College, and The University of Ghana.

Tranby Aboriginal College—Glebe, Australia

Background and Mission

Tranby Aboriginal College is located in Australia and was established in 1958 in

response to a co-op mission to promote social action and justice for Aboriginal Australian

citizens and the Torres Strait Islander peoples (Tranby Aboriginal College, 2010). One of the

main goals of this college is to provide vocational education and training (VET) to aboriginal

learners by, “Offering specialised courses in an environment that supports Aboriginal ways of

learning” (Tranby Aboriginal College, 2010, About, para. 1). According to Munro (2005),

Tranby college, “was the first independent college to emerge in Australia” (p. 253). The college
THREE INSTITUTIONAL PERCEPTIONS 3

is considered to be located in a “community-controlled” sector in which the expectation is to

provide courses that strengthen practical trade skills for indigenous learners (Munro, 2005).

Tranby is reported to have provided “highly responsive” education to aboriginal people of

Australia in order to reduce of the amount of dissonance created from formal education,

providing this population with tools applying to “aboriginal needs and learning styles” (Munro,

2005, p. 255).

Population and Culture

Australian aboriginal peoples have a history of lessened educational opportunities

(Munro, 2005). What has happened with this population is that students were attracted to the

self-affirming environment in which Tranby offers education because the college believes in the

inherent right for everyone to a just education without complete assimilation. The Coolongatta

statement for aboriginal peoples was the first written text focusing on the need to eliminate

“status quo,” promote self-determination among the aboriginal population, and make the

realization internationally known that there were no aboriginals subjugated to “higher” or more

elitist powers in educational contexts (Munro, 2005). Thus, the cultural environment consists of

learners who are very passionate about learning that the culture which is inherently part of them

is worthy of respect and nurture in order to become a successful member of society.

Tranby Degrees Offered and Social Implications

Tranby College offers four major degrees at the moment. They are: Diploma of National

Indigenous Legal Advocacy, Diploma of Business (Governance), Advanced Diploma of Applied

Aboriginal Studies, and, Diploma of Community Development (Tranby Aboriginal College,

2010). These diploma programs are closely linked to the cultural needs of the college. Part of the

indigenous efforts of educators is to maintain the authentic nature in which aboriginal peoples
THREE INSTITUTIONAL PERCEPTIONS 4

learn and function. For instance, the Legal Advocacy diploma prepares students for both criminal

and civil legal issues (Tranby Aboriginal College, 2010). Additionally, the Applied Aboriginal

Studies diploma is meant for those learners who want to learn to work in the field as public

advocates for indigenous rights. This diploma focuses highly on courses in maintaining identity,

avoiding complete assimilation, and the legal precursors to social justice in education (Tranby

Aboriginal College, 2010). All of their diploma programs seem to verse learners in every-day

legal knowledge about how to function as leaders within their communities.

Bowdoin College—Maine, United States

Background and Mission

Bowdoin College is a small, exclusively undergraduate, private college that began in

1802. It has since then become a predominately liberal arts college that provides a, “direct liberal

education toward the common good” (Bowdoin College, 2010, Purpose, para. 3). Yet, this

institution believes that a liberal education is not solely vocational. The concluding sentence of

the school’s purpose indicates:

Graduates should thus have the ability to engage competing views critically, to make

principled judgments that inform their practice, and to work effectively with others as

informed citizens committed to constructing a just and sustainable world. (Bowdoin

College, 2010, Purpose, para. 5)

Bowdoin believes that all students should create or research art in some way in order to

contribute to society.

Bowdoin Population and Culture

Bowdoin is located in the New-England cluster of the first 13 colonies of the United

States, and is one of the first colleges established after colonization. Although the artistic
THREE INSTITUTIONAL PERCEPTIONS 5

component to courses is considered liberal, the cultural environment is quite lacking. For

instance, the African-American population in Main is 1%, bringing in only an 8% representation

of this group on campus (Bowdoin College, 2007, Orient). Because of this lack of representation,

tension has been reported specifically between African-American and Caucasian learners. For

example, there have been many fights reported (within the last 5 years) at local “pubs” because

of race, where spoken tributes to Black writers were held on “pub” nights, with Caucasian

students becoming irate, interrupting their idea of “trivial” moments of the African-American

scholars (Bowdoin College, 2007, Orient). There have been no other reports of conflict among

non-Caucasian students. Thus, there seems to be a hostile social (and learning) environment for

learners who are distinctly African-American. Ironically, it is a liberal arts college. Yet, the

“common good” appears to be isolated to the community service issues for nearby partnerships

and organizations. Even more conflicting to the racial battles on and off campus, Bowdoin’s

research with film studies and music have been internationally recognized, and the campus also

welcomes international students if they meet admissions criteria (Bowdoin College, 2010).

Curricula Offered and Social Implications

The college offers an array of liberal arts courses in language, sciences, and foreign

languages. Bowdoin suggests that accomplishing service for the “common good” occurs by

providing community-based courses and by communicating with local businesses to provide

students with work outside of the college setting (Bowdoin College, 2010). Students volunteer

quite a bit and there is a center that focuses on the “Common Good,” which “works with over

200 local, national and international partner organizations” (Bowdoin College, 2010, Academics,

para. 2). The surrounding community’s needs are a large part of what drives the curriculum and

student research.
THREE INSTITUTIONAL PERCEPTIONS 6

Bowdoin considers the state of Maine as a “learning laboratory” in which students can

explore and apply liberal arts research (Bowdoin College, 2010). Their museum of art is one of

the most famous college museums in the nation for its advanced research and implementation.

Additionally, there is great focus on making sure students obtain some type of education in the

arts by studying history of an artistic mode, or by creating artistic elements themselves as

students (Bowdoin College, 2010). However, Bergman (2006) noted that Bowdoin librarians

have been facing many journal price increases and may have to cancel many subscriptions while

dealing with less text-based resources as well. As a liberal arts college, they have considered

open access to certain databases, but are concerned some research may not be scholarly enough

for publication (Bergman, 2006). These financial set-backs did not prevent some of the

technological movements for advancement at Bowdoin, however.

Maintaining a more theoretical goal in research, Bowdoin’s Educational Technology

Center approved a simulation project in 2002 that allowed students to experience the escape from

slavery feelings that slaves lived from the pre-Civil war period (Roach, 2002). This project was

entitled the “Flight from Freedom” database, and explored real-life experiences of former slaves

(Roach, 2002). Thus, where the service-learning seems to generate most current research efforts,

liberal art perspectives were also utilized for course material in teaching social and political

moments in history. In the past ten years, however, information technology resources have been

scarce, affecting the social reach of much research.

The cultural environment of Bowdoin is greatly affected by the surrounding community

resources for students, and Maine does not appear to offer a seasoned approach to ethnic

acceptance, respect, or enrichment. Even within the approved expensive technology project,
THREE INSTITUTIONAL PERCEPTIONS 7

subjective elements are incorporated that desensitize students to the trials of racially-driven

movements in America’s history.

University of Ghana, Africa

Background and Mission

The University of Ghana was originally The University College of the Gold Coast,

approved by the British government in 1948 (The University of Ghana, 2010). During this time,

London still had much control over degree granting and the subject material taught in the schools

in Ghana (The University of Ghana, 2010). By 1960, the college council requested from the

Ghana government to have a public university that could grant its own degrees, and The

University of Ghana was established (The University of Ghana, 2010). The now University of

Ghana’s mission is to, “To develop world-class human resources and capabilities to meet

national development needs and global challenges through quality teaching, learning, research

and knowledge dissemination” (The University of Ghana, 2010, Mission Statement). Many of

the university’s goals are global because of the society’s concerns with health and economic

prosperity for the local community. One example of this focus is that the University of Ghana

has 16 formal institutional affiliations with which they grant degrees including some post-

graduate degree programs (The University of Ghana, 2010). Additionally, there are five distinct

research institutes and seven research centers focusing on many of the social and economic

aspects of higher education for the African population (The University of Ghana, 2010).

Population and Culture

The University of Ghana currently serves 29, 754 students in a variety of programs (The

University of Ghana, 2010). The ratio of men to women is 2:1, with 4 % of students being

international students (The University of Ghana, 2010). The campus is extremely diverse,
THREE INSTITUTIONAL PERCEPTIONS 8

consisting of heavy Portuguese ancestry in Accra, the nearby town for the university. Ghana

obtained independence from Britain in 1957, but is an English-speaking West African country,

and this is the assumed language of the University of Ghana (Tindana & Boateng, 2008). Ghana

citizens face many health problems because of the conditions in which many health professionals

work, and the many ethical considerations regarding policy decision-making in health sciences

(Tindana & Boateng, 2008). Thus, most of the concerns are practical for Ghana citizens instead

of cultural biases that lead to disagreements. The students and faculty have bigger issues with

which to concern themselves than the color of a person’s skin.

Curricula Offered and Social Implications

The University of Ghana has two major colleges that offer degrees to students. The

colleges are The College of Health Sciences and The College of Agriculture and Consumer

Services (The University of Ghana, 2010). The ultimate goal is to create competent and qualified

health care professionals to combat many of the country’s major health concerns with HIV/AIDS

and tuberculosis. In 1994, the Medical school there began offering graduate degree programs for

students studying medicine (The University of Ghana, 2010). The Agricultural component of

science professional studies involves soil, crop, and animal research (The University of Ghana,

2010). Thus, although very practical in content, the courses offered are classically linked to

scientific philosophies regarding history, liberal application, and overall empirical data finding.

The social meaning of these colleges makes the university’s role vital for the surrounding

community and its citizens. Although a fairly new university, the scope of its research has

surpassed that of Ghana alone, with partnerships formed through institute research and other

community-based projects that will only help the public institution to grow further, expanding

the colleges and the course content offered.

THREE INSTITUTIONAL PERCEPTIONS 9

Reflection on Similarities and Disparities among Three Institutions

There are many aspects of higher education functioning to consider when reviewing the

three institutions, Tranby Aboriginal College, Bowdoin College, and The University of Ghana.

On a very basic level, Tranby’s application process is informal and online, Bowdoin’s is very

formal, and The University of Ghana’s admissions is also a process for local learners. Cost is not

something Tranby students are concerned with, Bowdoin students pay about $34,000 per

academic year, and The University of Ghana’s undergraduate tuition (including housing) is about

$750.00 U.S. dollars per academic year. The University of Ghana is a public institution,

Bowdoin is a private institution, and Tranby is a public community college for indigenous people

of Australia.

On a more comprehensive level, the social and cultural environment of each campus’s

function serve as the basis by which the three appear different from or similar to each other.

Tranby’s dedication to authentic components of aboriginal peoples and The University of

Ghana’s loyalty to civic pursuits make these two institutions very similar in both purpose and

philosophy. For instance, Tranby College was affected by an indigenous education bill of 2000

which attempted to limit the scope of indigenous education to aboriginal peoples (Munro, 2005).

However, according to Benham and Cooper (2000), indigenous peoples population is on a

consistent path of growth, demanding less and less assimilation with the scope of both society

and education within a society. The University of Ghana’s purpose is consistent with cultural

needs, almost supporting the notion that assimilation may not be the best thing for a cultural

group. Similarly, Tranby is an example of an institution that strives to revitalize indigenous

peoples of Australia. Also, revitalization is part of the main initial stages of higher education in

Accra, Ghana. Fairly new to the scene for types of programs (1961), as The University of Ghana
THREE INSTITUTIONAL PERCEPTIONS 10

has only two major colleges, the institution is very politically linked to the types of research

organizations that will make it grow into a profoundly useful think tank. The University of

Ghana and Tranby Aboriginal College both have the task of reeducating a cultural group in a

new world of technological and social growth. Graves notes that the “aim of primitive people is

the satisfaction of immediate wants. . . to provide himself with the necessaries of life—food,

clothing, and shelter. This constitutes his practical education” (2005, p. 13). Especially in this

time of drastic change, the function of aboriginal Australian education is to prepare indigenous

members of society with an array of communication skills that are hoped to procure the social

equities and legal rights previous stripped through colonization. For those studying in Ghana,

there is the perception that the education there will help to improve societal health concerns. Not

only stripped from culture during British colonization, the citizens there are stripped from proper

health care and other basic needs. Both of the perspectives are greater than the basic knowledge a

college can offer—their knowledge is of the political, social, and economic issues in their society

that influence their daily lives. Although both Tranby Aboriginal College and The University of

Ghana are very similar in their functional nature of degrees, it is important to identify some of

the differences in the content and applicability of the student research to the academic research

community, both local and global.

The most contrasting moments of discovery regarding Tranby Aboriginal College and

The University of Ghana are the social implications of many curricula decisions, and the level of

student support shown through teaching methods or supplemental campus programs. One

example of curricula difference is that Bowdoin offers 33 different academic departments and

several courses in film, media, artistic design, dance, visual arts, and many courses in the natural

sciences (Bowdoin College, 2010). Their notion is that providing students with such a classical
THREE INSTITUTIONAL PERCEPTIONS 11

approach to the arts, they will automatically be more liberally attached to real-world concepts.

However, Tranby and The University of Ghana are far less concerned with the various

perspectives by which to view things in a changing world because their students must be

prepared to lead and to survive many more global challenges. For instance, Tranby offers only

four course-based “diploma” courses that last two years, with six blocks of classes per year

(Tranby Aboriginal College, 2010). A few examples of the courses offered within these four

courses include, but are not limited to: maintaining and protecting culture, managing conflict,

securing funding, becoming a community leader, analyzing social systems, performing case-

study analyses, implementing social justice, developing community resources, and acting as legal

advocacy (Tranby Aboriginal College, 2010). Similarly, The University of Ghana offers courses

in only two colleges, although these are very well-developed colleges and include very practical

courses for immediate environmental use. The University of Ghana has a medical school, dental

school, public health, nursing, practical chemistry and physics, and many other courses which

may be considered as historically classical, but extremely useful and practical all the same for

this population during this time (The University of Ghana, 2010). Thus, what they are studying is

very different even though the goals are decidedly civic in nature.

Another point of difference between The University of Ghana and Tranby is the level of

academic scholarship after research has been completed. For instance, The University of Ghana

has an extensive center for research and learning in which consultancy and extension services are

provided for certain academic departments (The University of Ghana, 2010). According the The

University of Ghana page on the Center for Research and Learning, it states:

The Centre aims at enhancing the University's technical contribution to national

development, increasing its income-earning capacity, providing avenues for professional

THREE INSTITUTIONAL PERCEPTIONS 12

satisfaction for its staff and improving the practical flavour of teaching and research.

(2010, Academics, para. 1)

Conversely, Tranby’s students use research obtained to procure better relationships

within only the local community of indigenous citizens (Tranby Aboriginal College, 2010). The

“About” section indicates the goals of Tranby as, “to provide high quality education to

Aboriginal and Torres Strait Islander students from across the country and to provide a strong

social and political voice in issues that affect Indigenous people” (para. 4). As such, the intent for

this institution is to gather those who have similar cultural traditions together in order to

empower those who would like to function more effectively in society within legal and business

sectors. The University of Ghana has goals to reach out to other nations, sharing research results

and initiatives in order to become a more progressive institution. Bowdoin, although servicing a

distinctly different purpose and population, is also progressive in the extent to which research is

applied to other non-campus activities. Bowdoin is heavily invested in service-learning

initiatives, public engagement, and visiting professorships for its students (Bowdoin College,

2010). There are even some professors who employ a community-based syllabus (similar to

Tranby) in order to further the course content to be more meaningful. Yet, the reach is much

further into international educational affairs (similar to The University of Ghana). Bowdoin

seeks to form partnerships across the country and internationally regarding liberal arts research

(Bowdoin College, 2010).

Because of the content differences between Tranby and The University of Ghana, many

of the teachings styles differ as well. Tranby’s classes have students directly involved in the

curriculum, so this establishes a community very different from lecture halls. For instance, many

of Tranby’s classes are seminar courses, workshops, role-playing, and field trips (Munro, 2005).
THREE INSTITUTIONAL PERCEPTIONS 13

There is a resource and archive center for students that provides photocopying services, internet

access, and electronic databases (Tranby Aboriginal College, 2010, Current Students). These

specifics characterize Tranby as a close-knit community striving for success. The motivation to

continue and understand the educational material appears to be within each student’s strong

desire to strive for social and cultural equality. Similarly, The University of Ghana has a center

for research and learning and an online student portal for their resource. There is very practical

information for students regarding work opportunities, living conditions, and financial assistance

(The University of Ghana, 2010). Because many of the courses and programs are practical or

scientific in nature, the form of delivering content is mostly lecture-based, similar to Bowdoin

College. Ironically, although not a very culturally diverse institution, Bowdoin seeks to have

students more actively engaged in course material through service learning and technologically

stimulating simulations. Part of the liberal arts characteristic is that the teachers seem to

encourage students to think critically about the social conditions in the local and global

communities—perhaps this is one way of becoming more diverse academically if not culturally.

Conclusion

Regarding the intelligent design of some scientific choices in curriculum, Pearcey (2006)

claimed that there are typically two major distinctions in academia—the study of humanities and

the study of sciences. Pearcey (2006) wrote, “the sciences still hold the ideal of subjective truth,

while the humanities treat truth as a matter of personal values” (p. 229). Through a review of

their programs, it is clear that Bowdoin college would like to logically connect the study of

scientific concepts to their signature liberal arts approach through their pursuance of service-

oriented curricula and partnerships—be these global or local. However, The University of Ghana

has a very traditional approach to medicine and scientific knowledge (both of the body and of the
THREE INSTITUTIONAL PERCEPTIONS 14

environment). Tranby’s focus is very culturally based, almost alluding more to the

anthropological circumstances that prompt the desire for the type of information offered.

Bowdoin offers a costly education that is said to make students more liberal, critical thinkers

about the world. Hacker and Driefus (2010) wrote, “Colleges should be helping to build the next

generation’s future, not mortgaging it” (p. 131). The value of the educational experience may be

best relayed through how far this knowledge is applied in a person’s overall role in the world.

With the three universities noted here, it is apparent how an institution’s goals affect the student

body, the curriculum, and the methods in which that knowledge is learned and applied to further

research.
THREE INSTITUTIONAL PERCEPTIONS 15

References

Bowdoin College. (2010). Retrieved from

http://www.stateuniversity.com/universities/ME/Bowdoin_College.html

Benham, M., & Cooper, J. (2000). Indigenous educational models for contemporary practice: In

our mother’s voice. New Jersey: Lawrence Erlbaum Associates.

Bergman, S. S. (2006). The scholarly communication movement: Highlights and recent

developments. Collection Building, 25(4), 108-128. Retrieved from Research Library.

Graves, F. P. (2005). The history of education before the Middle Ages. New York, NY: Cosimo

Classics.

Hacker, A., & Driefus, C., (2010). Higher education: How colleges are wasting our money and

failing our kids—and what we can do about it. New York: Times Books.

Munro, K. (2005). The public sale of funds for Indigenous education: A perspective from

Tranby Aboriginal College. Australian Journal of Adult Learning, 45(2), 251-266.

doi: 1080489901

Pearcey, N. (2006). Intelligent design and the defense of reason. In W. A. Dembski (Ed.),

Darwin’s Nemisis (pp. 227-244). Downers Grove: Intervarsity Press.

Ronald, R. (2002). TECH TALK: Bowdoin web site simulates escape from

slavery. Black Issues in Higher Education, 18(24), 44. doi: 581475331

Tindana, P., & Boateng, O. (2008). The ghana experience. Journal of Academic

Ethics, 6(4), 277-281. doi: 1896369961

Tranby Aboriginal College. (2010). Retrieved from

http://www.tranby.edu.au/index.php?page=Diploma-of-National-Indigenous-Legal-

Advocacy.
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The University of Ghana. (2010). Retrieved from

http://www.ug.edu.gh/index1.php?linkid=188&sublinkid=53