“Tertiary education should not only provide knowledge; it should spark innovation.” – (World Economic Forum, 2017).
In a remarkable and inspiring event that represents a significant shift in tertiary education in Ghana, the African University of Communications and Business (AUCB), situated in Adabraka, Accra, has established an impressive benchmark in practical tertiary education.
On April 26, 2025, the university hosted a ground-breaking poster presentation under their course title Branding and Brand Management.
At the program, the university’s level 300 Strategic Communication and Business Marketing students demonstrated entrepreneurial skills that extend beyond conventional lecture hall learning.
Guided by Mr. Peter Wonders Kankam, a distinguished authority in brand development and entrepreneurship, the students executed a Branding and Brand Management Project that is being recognized as a pioneering model for other universities both locally and internationally. The project, integrated into the students’ curriculum, served not merely as an academic assignment but as a tangible illustration of how effective tertiary education can connect academic training with sustainable job opportunities.
From Theory to Practice
What stands out about the AUCB initiative is the level of professionalism and readiness for the market that the students exhibited. The event drew applause from captains of industry, investors and business leaders, as the students unveiled their own product lines, including Sardine, Shower Gel, branded soaps, detergents, and specially formulated hair oils, among others.
Each product was meticulously designed, produced, packaged, and branded to meet actual market standards and targets. The students demonstrated proficiency in brand aesthetics, customer interaction strategies, and production practices usually associated with established companies. Their keen understanding of consumer needs, brand positioning, marketing communications, and competitive differentiation was clearly visible.
This effort transcended academic performance; it was about preparing students for life after graduation. As UNESCO (2015) points out, tertiary institutions must arm students with practical skills that align with labour market demands, and AUCB’s model exemplifies this in action.
Transforming Tertiary Education into Employment Opportunities
Graduate unemployment poses a significant challenge in numerous African nations, including Ghana. The Ghana Statistical Service (2024) reports that the unemployment rate among graduates rose to 15.7%, largely due to a disconnect between academic preparation and labour market requirements.
However, through initiatives like the Branding and Brand Management Project, AUCB is reshaping the narrative.
By providing students a platform to create marketable products and engage potential investors, the university is effectively narrowing the gap between tertiary education and employment. Business leaders and investors present at the event not only praised the students’ creativity but also expressed genuine interest in collaboration for future business opportunities, with some students securing investment discussions on the spot.
This represents purposeful tertiary education, showcasing how universities can devise solutions to the economic challenges that their graduates encounter. As highlighted by the African Development Bank (AfDB, 2021), entrepreneurial education in tertiary institutions is vital for addressing youth unemployment and fostering sustainable development.
The Impact of Mr. Peter Wonders Kankam
A crucial contributor to this successful initiative is Mr. Peter Wonders Kankam. His teaching philosophy extends beyond lectures and textbooks; he emphasizes experiential learning as essential for 21st-century students.
Mr. Kankam popularly called R S M designed the project to mirror real-world business challenges. Students were tasked not only with developing products but also with formulating comprehensive branding strategies, marketing plans, distribution models, and customer engagement approaches.
They were encouraged to think like CEOs, operate as marketers, and deliver like brand strategists.
His mentorship aligns with a broader global educational trend where educators transition from being mere content deliverers to facilitators and business coaches (Kolb, 2015).
As he convincingly stated during the program: “If tertiary education does not address the unemployment issue, it must be re-evaluated. The future belongs to innovators, risk-takers, and doers. Our objective is to cultivate students ready to lead, create, and transform society.”
A Model for Other Institutions
Through this initiative, the African University of Communication and Business has presented a model that other tertiary institutions should keenly adopt.
Ghana’s tertiary institutions face criticism for prioritizing theoretical knowledge over practical skills (Quartey, 2022). In contrast, AUCB’s ambitious program demonstrates that when students are given chances to apply their knowledge hands-on, they become more confident, capable, and marketable.
If replicated extensively, such projects could significantly diminish graduate unemployment and stimulate entrepreneurial activity nationwide. Students would graduate not merely with degrees but with products, businesses, and partnerships ready for expansion.
Moreover, integrating entrepreneurship across all disciplines-such as communication, business, agriculture, or engineering-could foster a generation of job creators instead of job seekers, a goal strongly endorsed by the World Bank (2020).
Implications:
- The event highlights a crucial reality: Tertiary education must be dynamic, experiential, and aligned with societal needs.
- Educators must evolve their teaching methods to favour projects, case studies, prototypes, and real-world engagements over rote memorization. Tertiary institutions should establish partnerships with industry stakeholders to familiarize students with market dynamics early on. According to Salmi (2017) curricula must remain adaptable, prioritizing problem-solving, creativity, and innovation.
- Education policymakers ought to draw lessons from AUCB’s example. Strategic funding, start-up grants for students, incubation hubs within universities, and national student entrepreneurship awards could amplify AUCB’s successful outcomes on a broader scale. As the global landscape rapidly shifts, Ghana’s future competitiveness will depend significantly on the ability of its tertiary education system to develop enterprising, creative, and resilient youth.
Conclusion
The African University of Communication and Business has not merely organized a branding project; it has sparked a movement that champions practical, entrepreneurial tertiary education as fundamental to sustainable development.
By enabling students to produce market-ready goods and to think and act like business leaders, AUCB has demonstrated that with the right mentorship and approach, Ghanaian youth can meet global business standards.
As the students of AUCB have shown, the future belongs not to those who simply know but to those who can create, innovate, and lead.
Hats off to AUCB! Congratulations to the visionary students and their mentor, Mr. Peter Wonders Kankam!
Written BY DZIDO JUSTICE – a level 300 Strategic Communications, Evening Student. Brand Positioning Strategist for Rockz Brand Consult
