Antecedents of Managerial Abilities of University Boards towards the Success of Private Universities in Ghana

Abstract

This paper investigates the antecedents of managerial abilities of university boards and their influence on the success of private universities in Ghana. It focuses on how factors such as technical competence, human and managerial skills, leadership qualities, and administrative and organisational skills shape board effectiveness and institutional outcomes. The study adopted a quantitative research design with a cross-sectional survey. Data were collected from 114 respondents, including governing council members and senior administrators, across three private universities accredited by the Ghana Tertiary Education Commission (GTEC). A structured questionnaire, adapted from validated governance and performance scales, was used. Partial Least Squares Structural Equation Modelling (PLS-SEM) and SPSS were employed to test the relationships between governance antecedents and university success. The results show that technical competence, human and managerial skills, and leadership qualities of board members significantly enhance private university performance, while administrative and organisational skills have a weaker but still positive association. The findings highlight that board members’ knowledge, decision-making, and leadership capacities are crucial for improving academic quality, financial sustainability, and stakeholder satisfaction. The study suggests that private universities in Ghana should prioritise recruiting board members with strong technical, managerial, and leadership abilities, while also institutionalising continuous governance training. Strengthening these capabilities will improve strategic oversight, accountability, and institutional competitiveness. This research is among the first in Ghana to empirically examine the antecedents of managerial abilities of university boards in the context of private universities. It provides fresh insights into how governance capabilities directly contribute to institutional success and offers practical recommendations for governance reforms in emerging higher education systems.