Emmanuel Mensah Kormla Tay

• Tay, Emmanuel Mensah Kormla & Zamore, Stephen (2024). Exploring the relationship between the learning environment and bullying: PLS-SEM evidence from Norwegian higher education. Learning Environments Research. ISSN 1387-1579. doi: 10.1007/s10984-024-09497-x.
• Tay, Emmanuel Mensah Kormla (2023). Revisiting the Definition of Bullying in the Context of Higher Education. International Journal of Bullying Prevention. ISSN 2523-3653. doi: 10.1007/s42380-023-00199-1. Fulltekst i vitenarkiv
• Tay, Emmanuel Mensah Kormla & Cameron, David Lansing (2023). The Nature of Bullying in Higher Education: A Comparative Study of Students’ Experiences in Ghana and Norway. Journal of Comparative & International Higher Education (JCIHE). ISSN 2151-0393. 15(4), s. 17–46. doi: 10.32674/jcihe.v15iNo.4.4955. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was twofold: (a) to identify the negative behaviors that constitute bullying in higher education as reported by students, and (b) to explore differences in student experiences in two markedly different national contexts. A sample of 1,189 respondents from two universities in Ghana (n = 751) and two universities in Norway (n = 438) answered the same questionnaire. Approximately 40% of the Ghanaian students and 20% of the Norwegian students responded that they had been bullied. Although less frequently observed than in Ghana, relational forms of bullying (e.g., being excluded) were more prevalent in Norway compared to other behaviors. In contrast, direct and verbal forms of bullying, such as name-calling and being taunted, were most common in Ghana. The findings provide insights into cultural and national variations with respect to negative social behaviors related to bullying in the context of higher education.

• Tay, Emmanuel Mensah Kormla (2023). University students’ feedback regarding effective measures to prevent bullying. British Journal of Guidance and Counselling. ISSN 0306-9885. doi: 10.1080/03069885.2023.2223753. Vis sammendrag

  This study explored university students’ perceptions of the usefulness of some antibullying measures in ensuring a bullying-free learning environment. The results in this paper are part of a larger comparative study that investigated the prevalence of bullying in Norway and Ghana, albeit limiting this paper to students’ recommendations of preventive measures. Students from Norway (n = 438) and Ghana (n = 751) were recruited. The comparative study highlights the sociocultural tendencies underlying some recommendations to provide holistic knowledge. The analyses revealed significant differences in students' recommendations from both countries. Generally, the responses suggest the need for the impartial application of disciplinary measures to students and lecturers; independent contact persons for reporting; students’ and authorities’ collaboration for bullying prevention; antibullying employment contracts; counselling services; and awareness creation. With unique national cultures and changing societal trends, we suggest that national policies that aim at cultural consciousness regarding bullying would be ideal for its prevention.

• Tay, Emmanuel Mensah Kormla & Zamore, Stephen (2022). How the Learning Environment Influences Bullying: The Case of Two Universities in Ghana. African Journal of Teacher Education (AJOTE). 11(1), s. 1–26. doi: 10.21083/ajote.v11i1.6899. Fulltekst i vitenarkiv Vis sammendrag

  In response to a growing concern about bullying and victimisation at universities, this study examined students’ perceptions of the university learning environment (LE) concerning their experience of various negative behaviours and victimisation at the University of Ghana (Legon Campus) and the University of Cape Coast in Ghana. The study was a cross-sectional survey of 751 respondents. Confirmatory factor analysis (CFA) and regression analysis indicated how students’ perceptions of the universities’ LE related to students’ bullying experiences. The results revealed an inverse relationship between students’ perceptions of the LE and their experiences of negative behaviours and victimisation, implying that any improvement in the LE would reduce students’ bullying experiences. It suggests that awareness of anti-bullying rules, which are strictly, fairly, and consistently enforced through participatory democratic principles, would be essential to ensure a positive psychosocial LE.

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