About

Professor Inusah Salifu is an Associate Professor and the Head of the Department of Adult Education and Human Resource Studies, University of Ghana. His area of specialisation is Educational Administration, Management and Leadership. Inusah has a Bachelor of Education (B.Ed.) degree in Special Education and English from the University of Education, Winneba, Ghana. He also holds a Master of Philosophy (M.Phil.) degree in Educational Administration from the University of Cape Coast, Ghana, and an earned Doctor of Philosophy (Ph.D.) degree in the same area of specialisation from Monash University, Australia.

Before his appointment at the University of Ghana, Inusah was an adjunct lecturer at the University of Education, Winneba, Ghana, where he taught at both undergraduate and postgraduate levels and supervised thesis and project works. Until 2011, he worked in different capacities in the Ghana Education Service, including as the District Education Officer in charge of planning, English Language and Literature in English teacher, and an external examiner in English for the West African Examinations Council (WAEC). 

Inusah has in-depth experience conducting pure qualitative studies and exploratory mixed methods research. He is a proud recipient of many awards and grants, including the BANGA-Africa Project, Erasmus and GETFUND scholarships, and the University of Ghana College of Education Seed Grant. He has participated in several international conferences and has published extensively in his areas of research interests. Inusah supervises project works, dissertations and theses at both the undergraduate and graduate levels. 

Websites & Links

Academia: https://independent.academia.edu/InusahSalifu3

Google Scholar:  https://scholar.google.com/citations?user=WId96u4AAAAJ&hl=en

LinkedIn: https://www.webofscience.com/wos/author/record/R-3315-2019

ORCID: https://orcid.org/0000-0002-9626-6211

Researchgate:  https://www.researchgate.net/profile/Inusah-SalifuR

Scopus: https://www.scopus.com/authid/detail.uri?authorId=55919422600 

Web of Science: https://www.webofscience.com/wos/author/record/R-3315-2019

Education

Monash University, Australia (2014; PhD Educational Administration)

University of Cape Coast, Ghana (2008; M.Phil. Educational Administration)

University of Education, Winneba (2002; B.Ed. Special Education and English)

Gbewaah College of Education (1993; Teacher’s Certificate ‘A’ 3-Year Post-Secondary)

Research/Consultancy Interests

• Educational Administration, Management, and Leadership at both pre-tertiary and tertiary levels, focusing on: 
  • teachers and teaching
  • learners and learning
  • educational policy
  • leadership in adult education 
  • leadership in higher education
  • leadership in special needs education
  • leadership in teacher education

Publications

Most Recent Published Research Works in Refereed Journals

Salifu, I. & Adam, M. R. (2025). Evaluating learner feedback as a leadership tool for school improvement in Ghana. Journal of School Administration Research and Development.

Salifu, I. (2025) Quality issues in free secondary education policy implementation: Case study insights from a community in northern Ghana. Cambridge Journal of Education. DOI: https://doi.org/10.1080/0305764X.2025.2503496 

Salifu, I. & Abonyi, U. K. (2025) Supporting whole school initiatives in the Ghanaian education system: Are school heads making any impact? Journal of Research on Leadership Education. DOI: 10.1177/19427751251341290

Eshun, S. N., Manu, A. A. O., Ocloo, P. E. D. & Salifu, I. (2025). Unpacking the challenges of implementing proctored online examination in higher education: A case of a Ghanaian university. The International Journal of Assessment and Evaluation

Eshun, S. N. & Salifu, I. (2025). Challenges of campus security guards in Ghanaian higher education: A case of a university’s satellite learning centres. Journal of Higher Education Policy and Management.  https://doi.org/10.1080/1360080X.2025.2469941

Agyekum, B., Salifu, I., Eshun, S. N. & Asamoah, M. (2025). Exploring the implications of using Parent-Teacher Associations (PTAs) as a pathway for school-community development. Journal of Professional Capital & Community. https://doi.org/10.1108/JPCC-06-2024-0092