How Juliann McAddy ’25 Turned a Student Project into a Maternal Health Venture

When Juliann Akwele McAddy ’25 joined the Ashesi Health & Care Initiative Incubator, she was already working on MamaMonitor, a prenatal monitoring device she had developed as part of her final-year capstone project. The idea behind MamaMonitor began with a question she could not shake ever since a close relative lost her first baby due to pregnancy complications.  

“I kept wondering why reassurance and fetal monitoring had to exist almost exclusively within hospital walls,” she recalls. “I thought there had to be a way to bring some of that peace of mind outside clinical settings and into the home.” 

Over the past months, coaching, mentorship, and customer discovery have helped transform MamaMonitor from a student project into a venture preparing to improve maternal healthcare beyond the hospital.   

Although she studied Computer Science, McAddy never believed that solving healthcare problems belonged only to clinicians. Before writing code or designing hardware, McAddy immersed herself in the world she hoped to serve. She spent time in maternity wards, interviewed expectant mothers, and consulted healthcare professionals to understand their experiences firsthand. 

“One of the biggest lessons I took away from Ashesi was the importance of design thinking,” she says. “Understanding people’s needs and building solutions around their real experiences rather than assumptions.” 

That mindset shaped how she approached MamaMonitor. 

The first prototype was an ambitious Internet of Things (IoT) device powered by artificial intelligence and paired with a mobile application. But as development progressed and she engaged more with potential users, she discovered that the most advanced technology would not always be the most useful. For many of the mothers she hoped to serve, affordability and reliable internet connectivity were significant barriers. 

“I learned that being innovative wasn’t really about creating the most complex technology,” she says. “It was simply about building something mothers could actually use and benefit from.”  

One conversation with a coach changed her perspective. That mindset shift became one of the defining moments of her incubation journey. At one point, McAddy admits she was putting pressure on herself to build something that would leave everyone impressed.   

The coaching didn’t stop at product design. It also introduced her to aspects of venture building she hadn’t considered, from intellectual property and regulatory pathways to ethics, partnerships and the realities of bringing a medical device to market.  

“In the beginning, I was just focused on building something and putting it out there,” she says. “Now I’m looking at how to protect my brand, my device, and my idea, and to understand the ethical considerations around it.”  

Looking back, McAddy believes the biggest transformation from the incubator was in the way she learned to think. Today, she thinks beyond engineering to regulation, partnerships, intellectual property, customer adoption, and long-term sustainability.  

“I began to see MamaMonitor as a real venture with the potential of solving a real healthcare challenge,” she says. 

MamaMonitor is still in its early stages. McAddy has engaged more than 400 expectant mothers, built relationships with senior obstetricians, advanced their regulatory pathway towards approval , and continued refining both their business model and go-to-market strategy. 

Delia Blend Had a Product. Ashesi Venture Incubator Helped Build a Business Around it.  

By the time Phedelia Dzedzom Fiator joined the Ashesi Venture Incubator (AVI), she had already proven one thing: she could make a product people wanted. What she hadn’t yet built was the business around it. 

“I realized I needed more than a good product to make it market ready,” she says. 

That was what brought her to AVI. Through coaching, one-on-one advisory sessions, and funding, Delia Blend began addressing challenges that often determine whether an early-stage venture grows or stalls. Production, once heavily manual, became increasingly mechanized and automated, allowing the business to produce more efficiently. At the same time, expert marketing and branding support helped the team redesign its packaging and strengthen its brand identity. These changes were all made to prepare the product for store shelves. 

For Fiator, however, the journey began years earlier with something much simpler: a love for mashed kenkey. 

While she was in senior high school, she and her friends enjoyed eating the traditional meal but found preparing it frustrating. Without the right equipment, they mashed the kenkey by hand, creating a messy process that rarely produced the smooth consistency they wanted. Instead of accepting the inconvenience, she began wondering whether there was a better way. 

That question eventually became Miki Mash, Delia Blend’s flagship product: an instant mashed kenkey powder that combines kenkey, milk, sugar, and groundnuts into a convenient, shelf-stable product. Simply add water and milk to enjoy the familiar taste of mashed kenkey without the preparation it traditionally requires. 

Her research showed what was possible. Excited by the idea, Fiator shared it with her brother, who encouraged her to give it a try. Her first attempt failed completely when the product burnt during testing. Rather than abandon the idea, she returned to the drawing board, researched different methods and refined her process until she finally achieved the result she was looking for. 

“Then I tested it out again, it turned out great and I saw I was onto something,” she said. 

Initially, she imagined Miki Mash serving boarding school students who wanted a quick, easy meal. As the product has evolved, however, she recognized a much broader opportunity: busy professionals and Ghanaians living abroad who still want the comfort of a traditional meal without the time and effort usually required to prepare it. 

Today, Delia Blend remains on that journey of growth. 

Fiator’s vision is straightforward: to see Miki Mash available everywhere, from neighborhood corner shops to major supermarkets. 

For many founders, the biggest challenge isn’t having a promising product. It’s learning how to turn that product into a business that can grow and even operate without the founder at the helm. 

Delia Blend may be far from that ambition, but for Fiator, the journey has started. The coaching, funding and strategic support to take the venture further have proven invaluable. She recognizes that the field of instant foods is competitive, and that’s why going from product to well-structured business is crucial to her. 

How Go Inside Fitness Turned Motivation into a Wellness System 

Caleb-Prince Padi Berimah ’21 did not begin working out because he was thinking about wellness, preventive health, or the future of fitness in Ghana. 

“I just wanted to look bigger,” Berimah said. 

During his first vacation from Ashesi, he started training at a neighborhood gym. By the time he returned to campus, the change was visible. 

“People were like, ‘Padi, your arms!’” he recalled. “That gave me the push to keep going.” 

Soon, other students began joining him for workouts and fitness challenges. What began as personal motivation became a simple insight: people often want to get fit, but desire alone rarely keeps them going. They need structure, accountability, and routines that can fit into real life. 

That insight became the foundation of Go Inside Fitness, the wellness venture Berimah co-founded with fellow Ashesi engineering alumnus Nathaniel Oppong ’21. 

Since officially launching in 2022, the company has helped more than 600 people build healthier long-term routines. Go Inside Fitness offers online coaching, nutrition support, sleep and stress guidance, and accountability systems tailored to each client’s goals and schedule. 

“With just 45 minutes to one hour of training three times a week, coupled with healthy eating and sustainable habits, you can easily see results,” Berimah said. 

In the early years, the founders were the business. They trained clients, created content, responded to inquiries, managed sales and customer service, handled administration, and reinvested their earnings into the venture. That stage proved there was demand, but it also revealed a harder truth: if Go Inside Fitness was going to become more than a founder-led service, they needed systems that could grow beyond their own direct effort. 

After national service, Berimah and Oppong decided to commit fully to the venture. 

Around the same period, Go Inside Fitness joined the Ashesi Venture Incubator (AVI), where the founders received coaching from Adetayo Bamiduro, Co-Founder and CEO of MAX. The experience helped them step back from daily delivery and examine the business more deliberately: who they were serving, how to maintain quality as the team grew, and what it would take to build a trusted wellness brand beyond a fitness service. 

“The AVI helped us move from operating as a business to thinking more strategically about building an organization,” Berimah said. 

One of the most important shifts was the move from founder effort to repeatable systems. Go Inside Fitness developed a trainer onboarding process built around what the company calls the “Go Inside Experience.” Through a detailed handbook, new coaches are trained in client communication, program delivery, and service standards, helping ensure a consistent experience as the team grows. 

The founders also strengthened their sales processes and organizational structure, allowing them to spend less time working in the business and more time building it. According to the founders, the company generated more than five times the revenue of its first three years combined within a single year after implementing many of the systems developed through AVI. It also expanded from a two-person operation into a growing team of trainers, sales staff, and creative professionals. 

Today, Go Inside Fitness continues to expand its online coaching model while exploring new digital tools, including an app designed to make its coaching systems more accessible at scale. It is also growing its Corporate Fit Program, which helps organizations support employee wellness through structured group training. 

Even as the company grows, Berimah says the founders are clear about what they must protect. 

“Failure would be where we lose our sense of mission,” he said. 

That mission is built on helping people of all shapes and sizes incorporate wellness into the rhythm of real life. 

Thirteen Ventures Prepare For Fundraising After Investor Readiness Intensive

When Bryan Achiampong ’18 thinks about FITA Autotech’s next stage of growth, he is thinking about who he wants to raise money from, and whether their interests align with what FITA is trying to build. 

That shift in thinking was one of the biggest lessons for Achiampong, co-founder of the digital platform that helps vehicle owners keep their cars on the road, as he took part in the Investor Readiness Intensive (IRI). 

“Oftentimes, we are looking to raise funding without being fully aware of the perspective of the people looking to invest,” Achiampong said. The program gave him greater clarity on the investment instruments FITA can pursue as it prepares to scale. 

Achiampong was one of 13 early-growth founders from various industries who spent a month preparing for a fundraising journey that will take them into conversations with investors over the next six to 12 months. Rather than treating fundraising as simply a search for capital, the IRI challenged the founders to think more deliberately about the kinds of capital, investors, and relationships their businesses need. 

It combined a two-day bootcamp, one-on-one coaching and a pitch event with more than a dozen investors from Ghana, Nigeria, and the United Kingdom. Founders worked through the venture capital landscape and fundraising process, while also sharpening the stories they tell about their businesses and considering how to build productive relationships with investors. 

“The goal was for the businesses to have the right information and resources, but more importantly, feel equipped to pitch for investments tomorrow,” said Damilare Ogunleye, IRI facilitator and Ashesi Venture Incubator (AVI) coach. “We wanted to see success stories of the ventures that have gone on to raise investment following this.” 

For Ruweida Salifu ’14, founder of Kodi Pets, it was about understanding that the process works both ways. 

“My two biggest learnings are one, the funding options available to us and the risk and rewards associated with each of them,” she said. “And two, as much as the investor is qualifying you, you also have to qualify the investor for your business.” 

It is a distinction that changes what happens after the program. Instead of simply asking who might invest in their businesses, the founders now have to return to their plans and determine what the right investment looks like—and which investors are best positioned to help them get there. 

The IRI closed with an investor dinner, bringing the founders together with coaches and investors as well as Dr. Patrick Awuah, President and Founder of Ashesi University. Several investors expressed interest in continuing conversations with participating ventures, giving some of the relationships developed during the program a path beyond the pitch. 

For Salifu, the next step is clear: “We have to go back to the drawing board and get ourselves ready and prepared for the right investor. And I can’t wait to see what’s next for Kodi Pets.” 

AJC Ruling on Violation of the Examination Code of Conduct

The Ashesi Judicial Committee (AJC) adjudicated a case involving a student from the Class of 2024 for violating the examination rules during the 2025/2026 Term 2 Quantitative Methods examination.

Background
During the Quantative Methods examination, the student in question requested assistance from the lecturer. While attending to the student, the lecturer noticed a foreign material inside the student’s answer booklet. The lecturer confiscated the material and the answer booklet, and the matter was reported to the Dean of Students. The case was subsequently escalated to the AJC.

Hearing
During the hearing, the student admitted to bringing the cheat sheet into the examination hall. According to the AJC records, the student had been previously suspended for a similar examination-related offence.

Verdict & Recommendation(s)

After carefully reviewing all the case facts, the AJC concluded that the accused is guilty of violating the examination code of conduct for the second time. The student is therefore dismissed with immediate effect from the university.

As stated in Section 6.5 of the Student’s Handbook:

“Ashesi’s honor system is central to our mission; its abuse undermines our ethical framework. The following actions violate the Examination Honor Code and may result in suspension or expulsion:

  • Non-Compliance: Failure to follow the Examination Code of Conduct.
  • Interference: Attempting to hide prohibited conduct or obstructing access to evidence during an investigation.”

Advice to the Ashesi Community

This case offers the AJC an important opportunity to speak to a subject that does not come up often: what it means to be given a second chance, and how that chance ought to be honoured.

  • This student had previously faced disciplinary action and had been allowed to return to Ashesi to continue their education. A second chance of this nature is not a small thing.  It represents the trust of an institution, the patience of faculty and staff, and a genuine belief that growth and change are possible. It is also, in many ways, a privilege, one not every student or every institution is willing to extend.
  • The AJC wishes to remind the community that a second chance is not the end of accountability; it is an invitation to demonstrate that the lessons of the first mistake have truly been learned. It calls for active effort: seeking out the right support systems, being honest about ongoing struggles before they lead to poor decisions and holding oneself to a higher standard precisely because one has already been shown grace once before.
  • We encourage every student who has been given a second chance, whether through a returned suspension or dismissal, a renewed scholarship, or simply the support of this community, to see it not as a clean slate to be taken for granted, but as a responsibility to rise to. Struggles such as anxiety and exam-related panic are real and valid, and Ashesi has resources, including the Counselling Unit, to help students manage them in healthy and constructive ways, well before they result in decisions made in panic.

We hope this case serves as an important reminder that our commitment to safety, respect, and dignity is not seasonal; it is who we are and is central to our mission: To train a new generation of ethical and entrepreneurial leaders in Africa; to cultivate within our students the critical thinking skills, concern for others, and the courage it will take to transform a continent. Remember, this mission applies to all no matter the circumstance.

AJC Ruling on Use of AI in the Introduction to Computing & Information Systems Examination

The Ashesi Judicial Committee adjudicated a case of academic misconduct involving three students from C2029 and one student from C2027, in the Introduction to Computing & Information Systems course, arising from the use of AI during the final examination, conducted on Canvas LMS.

Background
During the Introduction to Computing & Information Systems final examination, the faculty identified irregularities in the Canvas log reports for four (4) students suggesting the use of AI assistive sources to answer the examination questions. An investigation was carried out and the students involved were asked to submit their statements. The matter was reported to the Dean of Students and subsequently escalated to the AJC.

Hearing
At the hearing, all four students admitted to using AI during the examination in varying degrees. The panel noted the following distinctions in the conduct of the students:

  • Two of the students, Student A and Student B, used AI to a limited extent during the examination. During the hearing, both admitted the misconduct, accepted responsibility for their actions, and demonstrated, through their responses, an appreciation of the seriousness of the offence and its implications for academic integrity.
  • Two other students, Student C and Student D, used AI extensively during the examination. Both admitted to the misconduct; however, the panel noted that their responses during the hearing did not demonstrate the same level of reflection on the seriousness of the offence or its implications for academic integrity.
  • Student D, however, had committed a separate offence earlier in the semester and had appeared before the AJC in relation to that matter.

Verdict & Recommendation(s): After deliberating, the AJC found all four students guilty of academic misconduct for the use of AI during the examination. Sanctions were determined individually based on the extent of AI use, demonstrated evidence of their understanding of the seriousness of the offence, and any prior infractions:

  • Student A & B received a failing grade (E) for the course
  • Student C received a failing grade (E) for the course and a one-semester suspension
  • Student D received a failing grade (E) for the course and a two-semester suspension

As stated in the Student Handbook:

  • Unless explicitly allowed by a faculty member for a given course or assignment, the use of generative AI tools (such as ChatGPT, Quillbot, Google Bard and others) for academic work by students is prohibited. Students who use AI generated content, in any form, submitted as their own work for evaluation are committing academic dishonesty. Unless collaboration is explicitly authorized, all academic work should result from an individual’s own efforts.” (Section 5.3)
  • “Academic dishonesty is strictly prohibited and includes, but is not limited to:
    • Plagiarism: Presenting another’s work or ideas as your own.
    • Examination Malpractice: Unauthorized exchange of information or use of materials during an exam.
    • Unauthorized Collaboration: Transferring completed work or collaborating on assignments without permission.
    • Self-Plagiarism: Submitting the same paper for more than one course.” (Section 5.6)

Advice to the Ashesi Community: The AJC reminds the community that the use of AI where not explicitly permitted, constitutes a serious violation of academic integrity, regardless of the extent or duration of its use. In addition to this, the Ashesi community should remember the following:

  • AI use is not limited to only copying generated content. When students share assignments with AI chat bots for guidance, they must understand that this is using AI.
  • When students repeatedly commit infractions in class, this must be recognized as multiple violations of Ashesi’s Code of Conduct. Repeated infractions should be escalated to the Dean of Student & Community Affairs for guidance on sanctions.
  • It is essential to learn from previous academic integrity violations to understand the seriousness with which such cases are treated.

We trust that this case will serve as a learning experience for our community. Academic honesty is very important at Ashesi and is central to our mission: To train a new generation of ethical and entrepreneurial leaders in Africa; to cultivate within our students the critical thinking skills, concern for others, and the courage it will take to transform a continent. This applies to all no matter the circumstance.

Who Shapes Public Policy? How Evidence, Media, and Institutions Influence Democratic Accountability

The Public Policy Durbar, held as part of the inaugural Ashesi Law Week celebration, provided a platform for insightful conversations on evidence-based policymaking, investigative journalism, misinformation, institutional accountability, and the role of credible information in strengthening democracy. 

The panel, featuring Hon. Kojo Oppong Nkrumah, Member of Parliament for Ofoase-Ayirebi; Mr. Anas Aremeyaw Anas, investigative journalist and anti-corruption campaigner; and Mr. Sampson Lardy Anyenini, Esq., legal practitioner and broadcast journalist, explored the theme “Evidence, Media and Public Policy: Strengthening Institutions for Democratic Accountability.” 

The discussion explored how evidence, responsible media practice, and strong public institutions can contribute to more accountable governance and a more resilient democracy. Together, the panelists shared perspectives on the role of citizens, policymakers, and the media in promoting transparency and public trust.

Attorney General Advocates For Intentional Legal Education at Ashesi’s Inaugural Law Week

Ashesi University’s inaugural Law Week opened with a call for legal education that prepares future lawyers to address Ghana’s most pressing societal challenges. Throughout the opening ceremony, speakers emphasized the need for intentional legal education that equips graduates to contribute meaningfully to public policy, strengthen institutions, and serve the public good. 

Delivering the keynote address, Attorney General and Minister for Justice, Dr. Dominic Ayine, challenged legal educators to move beyond preparing lawyers solely for legal practice and instead develop professionals equipped to respond to Ghana’s evolving legal and societal needs. He argued that legal education must equip students with practical skills and an ethical grounding to influence public policy and drive meaningful social progress. “Legal education that is indifferent to the society it serves is a luxury that Ghana cannot afford as a country,” he said. 

Drawing on his experience as both a legal academic and policymaker, Dr. Ayine outlined key elements required for the pursuit of intentional legal education. He highlighted admissions policies that expand access to legal education for students from less privileged backgrounds, curriculum reforms grounded in ethics and public service, structured exposure to public institutions through internships, and other practical measures that prepare graduates to contribute meaningfully to public policy and society. 

Reinforcing the Attorney General’s call, Chairperson of the ceremony, Her Ladyship Henrietta Mensa-Bonsu, Justice of the Supreme Court, challenged students to invest in striving for deeper expertise in the legal profession. She reminded them that preparation for all professional activities and strong character are essential to meaningful legal practice. 

What a Tiny Box of Pet Supplies Taught Ruweida Salifu ’14 About Building a Business in an Overlooked Market

When Ruweida Salifu ’14 imported a small box of pet supplies for a business experiment, she wasn’t thinking about building what she hopes will become Ghana’s go-to pet-care company. She simply wanted to test an idea.

After getting her first dog, a poodle she named Kodi, Salifu found herself frustrated by the limited range of quality pet products available in Ghana. Rather than settling for the limited options, she decided to test whether other pet owners shared the same frustrations. She imported a small box of pet supplies, dog shirts, shampoos, brushes, and sprays and listed them on a newly created Instagram page to gauge demand.

“I didn’t start with huge capital,” she recalls. “It was just a small box. If it didn’t work, I’d use the supplies for Kodi. The first day I posted a product, I started selling.”

That early demand revealed that Ghana’s pet-care market was larger and more active than many people assumed, a fact Salifu had not fully appreciated. More importantly, it showed that pet owners were increasingly viewing their animals as more than household pets.

“People are seeing pets as very close companions. Some even refer to them as their kids,” she says.

What began as a small retail operation in 2021 soon became a lesson in customer discovery. As more customers purchased products from Kodi Pets, many also began asking for grooming services. At the same time, Salifu was experiencing a challenge familiar to many pet owners: grooming providers were often fully booked, making it difficult to secure appointments for her own pets, which had grown to three dogs and a cat.

AJC Ruling on Inappropriate Conduct and Social Misconduct During Crazy Day

The Ashesi Judicial Committee (AJC) adjudicated a case of social misconduct involving two students; one from the Class of 2027 and the other from the Class of 2026, arising from incidents that occurred during the Crazy Day celebrations of ASC Week in the 2024/2025 academic year.

Background
During the Crazy Day celebrations, a group of students participated in water gun activities in one of the student hostels, spraying water on fellow students as part of the festivities during the night. In the course of these activities, a female student from the Class of 2026 was moving through the hostel corridors with a friend and did not wish to participate. In an effort to avoid being sprayed, she moved away from the group, exited the hallway, and stepped onto a balcony, closing the door behind her. The door was later forced open from the other side, and a male student from the Class of 2027 subsequently entered the doorway and sprayed her with a water gun. During this interaction, the male student made inappropriate physical contact with the female student, without her consent and in an intimate area, leaving her feeling violated. The male student maintained that the contact was accidental and occurred in the heat of the moment during the festivities. The female student, however, perceived the contact as intentional and reported feeling deeply violated and unsafe as a result.

Hearing
During the hearing, both parties presented their accounts of the events. The male student acknowledged pursuing the female student with the water gun and admitted that physical contact had occurred. He maintained it was accidental and expressed remorse. The female student, in her account, described the contact as deliberate and stated that the male student continuously denied his actions when she confronted him after the incident which left her shaken and uncomfortable. After carefully reviewing both accounts, the panel unanimously agreed that the conduct was inappropriate and constituted social misconduct. The panel noted that regardless of intent, physically touching another person in such a manner particularly in an intimate area is unacceptable and a violation of personal boundaries and Ashesi’s code of conduct.

As stated in the Student Handbook:

  • “Ashesi University expects all students to conduct themselves in a manner that reflects respect for themselves and others at all times, both on and off campus.” (Section 9.1)
  • “Any student who engages in disorderly or reckless conduct that is potentially injurious or offensive to others will be subject to disciplinary action.” (Section 10.1)
  • “Ashesi University will not condone any form of violence, intimidation, harassment or conduct that threatens the physical or emotional safety of any member of its community.” (Section 10.8)

Verdict & Recommendation(s): After deliberating, the AJC concluded that the student was found guilty of inappropriate conduct and social misconduct and would receive a one-semester suspension.

Advice to the Ashesi Community: The AJC wishes to take this opportunity to address the entire Ashesi community on the following:

  • Crazy Day does not suspend Ashesi’s rules. Crazy Day is a beloved tradition and a fun experience for the community. However, it is important to be clear that the rules and expectations of Ashesi University remain fully in force during this event. The excitement and energy of Crazy Day do not grant anyone the license to act in ways that violate the dignity, safety, or personal boundaries of others.
  • Respect personal boundaries at all times. Every member of this community has the right to feel safe and respected, during campus events and at every other time. Physical contact with another person particularly of an intimate nature without consent is never acceptable, regardless of the setting or the circumstances.
  • Consent matters. Fun and celebration must never come at the cost of another person’s comfort or dignity. Be mindful of how your actions affect those around you, even in festive environments.
  • The Ashesi Way demands more of us. We are training to be ethical and entrepreneurial leaders. That standard does not take a break on Crazy Day or any other event. Students are always expected to carry themselves with the integrity and concern for others that defines the Ashesi community.
  • Speak up. If you witness conduct that makes you or someone else uncomfortable, please report it through the appropriate channels. No one should have to feel unsafe on this campus.

We hope this case serves as an important reminder that our commitment to safety, respect, and dignity is not seasonal; it is who we are and is central to our mission: To train a new generation of ethical and entrepreneurial leaders in Africa; to cultivate within our students the critical thinking skills, concern for others, and the courage it will take to transform a continent. Remember, this mission applies to all no matter the circumstance.

Fireside Chat on Youth in National Development

What does it take for young people to lead a nation?

Osahen Alexander Afenyo-Markin, Member of Parliament for the Effutu Constituency and Minority Leader of Ghana’s 9th Parliament, shares the experiences that have shaped his leadership journey.

In a conversation moderated by Emeritus Professor Kwasi Yankah of Ashesi University, Afenyo-Markin offers insights for students, aspiring leaders, policymakers, and anyone interested in Ghana’s democratic development. He also discusses leadership, service, resilience, and the role of young people in shaping Ghana’s future.

Watch the full discussion below

AJC Ruling on Academic Misconduct in Leadership I Course

The Ashesi Judicial Committee (AJC) adjudicated a case of plagiarism involving two (2) students.

Background

Two students enrolled in Leadership I submitted reflections that, on review, were found to be substantially identical. A Turnitin report returned a similarity index of 86%. The matter was reported to the Dean of Students, who escalated it to the AJC.

Hearing

During the hearing, it emerged that the case is not one of mutual collaboration. The facts before the Council were these: one student (Student A) completed the assignment independently. A second student (Student B) asked to see Student A’s work to guide their own, and Student A shared it. Student B then copied and submitted Student A’s work as their own. The assignment had been issued two weeks before the deadline, leaving ample time for independent work.

Verdict & Recommendation(s)

Student B was found guilty of plagiarism. Submitting another student’s work as one’s own is among the most serious forms of academic dishonesty, and the Committee concluded that Student B should receive a failing grade (E) for the course and a one-semester suspension.

Student A was not found to have committed academic dishonesty, having completed and submitted their own work. However, the Committee found that sharing completed work with a classmate, even without intent to deceive, created the conditions for the breach. Recognizing that Student A is in their first semester at Ashesi and relatively new to the community’s standards around academic work, they will sign an informal resolution acknowledging this and the lessons drawn from it.

As stated in Ashesi’s Student Handbook:

  • “Academic dishonesty includes plagiarism, unauthorized exchange of information or use of material during an examination, unauthorized transfer of information or completed work among students, use of the same paper in more than one course, unauthorized collaboration on assignments, and other unethical behaviour. Disciplinary action will be taken against academic dishonesty” (Section 7.4)

Advice to the Ashesi Community:

The AJC would like to remind students that plagiarised work and a lack of academic integrity will have serious repercussions. In addition to this, the Ashesi community should remember the following:

  • Help your classmates think, not copy. When a peer is struggling with an assignment, the most useful help is the kind that builds their own understanding; talking through ideas, pointing them to readings, working through a concept together. Sharing your completed assignment is not help; it places both of you at risk and, when misused, becomes the basis for plagiarism.
  • Being asked is not a reason to share. Declining to share completed work protects both you and the person asking. If you are unsure how to respond to such a request, your faculty, faculty interns, and tutoring resources are there to help; both you and your classmate.
  • Plagiarism is a serious academic offense. Submitting another person’s work as your own undermines the basis on which an Ashesi degree is granted. Time pressure or difficulty with the material do not change this; seek help if you have any of these challenges.

We trust that this case will serve as a learning experience for our community. Academic honesty is very important at Ashesi and is central to our mission: To train a new generation of ethical and entrepreneurial leaders in Africa; to cultivate within our students the critical thinking skills, concern for others, and the courage it will take to transform a continent. Remember, this mission applies to all no matter the circumstance.