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To report on the evaluation of error of a face matching system consisting of a 3D sensor for obtaining the surface of the face, and a two‐stage matching algorithm that matches the sensed surface to a model surface.

Rigid mannikin face that was, otherwise, fairly realistic was obtained, and several sensing and matching experiments were performed. Pose position, lighting and face color were controlled.

The combined sensor‐matching system typically reported correct face surface matches with trimmed RMS error of 0.5 mm or less for a generous volume of parameters, including roll, pitch, yaw, position, lighting, and facecolor. Error accelerated beyond this “approximately frontal” set of parameters. Mannikin results are compared to results with thousands of cases of real faces. The sensor accuracy is not a limiting component of the system, but supports the application well.

The sensor supports the application well (except for the current cost). Equal error rates achieved appear to be practical for face verification.

No similar report is known for sensing faces.

The purpose of the study is to identify barriers to collaboration among female administrators at a Ghanaian technical university (TU), based on the social identity theory (SIT).

A mixed-method approach was adopted, integrating qualitative interviews of 15 female administrators and completing structured questionnaires from 117 randomly sampled female administrators. The SIT, as the analytical framework, identified themes emerging from the data on barriers to collaboration among female administrators. While exploratory factor analysis identified measures of factors hindering collaborations, the use of structural equation modeling (SEM) enabled the confirmation of relationships among the barriers to collaboration with female administrators.

There existed statistically significant relationships between four of the barriers: intergroup relations conflict, trust with stakeholders and among females and structural barriers (SBs). For the quantitative analysis, it was found that SBs, intergroup relations, conflict and trust were statistically significant except for weak cultures. For the qualitative, results showed that SBs, lack of trust with stakeholders and among females and intergroup conflict hinder collaboration.

The study has a limited scope in using only one TU and focusing on a particular gender. The implications of this research will enrich the literature on barriers to female administrative collaboration in technical education based on the SIT.

Promoting administrative collaborations in the TU will ensure sustainability and efficient administrative systems.

Institutional policies should include gender inclusivity and equality on networking opportunities and provide mentorship programs for efficient administrative systems.

We used the SIT to determine barriers to collaboration among female administrators in a technical education institution, and the mixed methodology added a unique dimension to the study.