Improving agility in higher education institutions: The case of Faculty officers at the University of Cape Coast

In today’s fast-paced, competitive world driven by globalization, technological advancement, and managerialism, higher education institutions must move beyond traditional command-and-control management models. Although organizational agility has been widely studied, limited research has examined how faculty officers contribute to improving agility within higher education institutions in Ghana. This study explored how faculty officers enhance agility in their faculties at the University of Cape Coast. A qualitative, cross-sectional case study design was employed, involving ten faculty officers selected through purposive sampling. Semi-structured interviews and document reviews were used to collect data. The data were transcribed, coded, and analysed thematically. The findings revealed that while faculty officers demonstrate some agile practices, they lack essential competencies and systemic support required for full agility. The results further showed that bureaucratic administrative procedures at the faculty level limit responsiveness. The study recommends institutional-wide sensitization on agility and training for faculty officers and other university leaders. It also suggests that organizational structures be flattened to reduce red tape and improve decision-making speed. Enhancing agility will not only strengthen administrative responsiveness but also improve student experiences and academic outcomes. Keywords: Agility, Flexibility, Higher Education Institution, Faculty Officers, Improvement