This research paper sought to review the way and manner the conversion of polytechnics in Ghana to technical universities were done to ascertain whether the process conformed to standard best practice. The inequality in terms of placement of polytechnic graduates in the public sector as compared to the traditional university graduates, lack of direct academic progression for polytechnic graduates with Higher National Diploma, low enrollment and the departure of experienced staff from the polytechnics to the traditional universities due to poor conditions of service leaving the polytechnics with less staff compelled the government to initiate the reform. Institutional reform has been a long-standing practice in the educational sector; however, the implementation of new policies remains a challenge to many public institutions in Ghana. The one-size-fits-all approach to managing change must give way to a multi-faceted approach that takes into consideration the diversity of the various stakeholders affected by the change. The adoption of an appropriate change model and proper engagement of stakeholders as well as handling the transition as a project rather than treating it like the usual work of the ministry of education would have eased the tension and agitations which characterized the conversion process. Despite the conversion period spanning almost four years, the stakeholders are yet to reap the full benefits of the reform.