Christopher Mensah, Collins R. Nunyonameh, Sampson Wireko-Gyebi, Gloria Sabbah
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Faculty Bullying Tendencies: Evidence from a Ghanaian Technical University
Abstract Bullying in basic and secondary schools has received considerable research attention; empirical investigation of the phenomenon among university students has, however, been overlooked. There is a paucity of such studies in African universities. This study examined the prevalence and forms of bullying in a Ghanaian technical university, as well as victims’ characteristics. Four hundred and eighty-eight students completed self-administered questionnaires. Data were analysed using descriptive statistics and the Mann Whitney and Kruskal-Wallis tests. The prevalence of bullying was high. Verbal and sexual harassment were commonly reported. Vulnerability to bullying was high among female students. This study adds to the scanty literature on the phenomenon in university settings. University administrators must confront bullying by instituting and subjecting faculty to disciplinary procedures and must punish culprits to create a congenial and non-threatening environment for academic work in universities.
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.