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Faculty Experiences with Bullying in Higher Education
Abstract
Although much research has been done on workplace aggression and bullying over the past two decades, academics have paid relatively little attention to bullying in their own institutions. In this article, we discuss what is currently known about bullying in academia, with a particular focus on faculty behavior, and apply empirical and conceptual findings from research on aggression and bullying in other work settings and the significant literature on conflict management in higher education. We begin by describing the nature and prevalence of aggression and bullying in higher education. Drawing on well-established findings from interpersonal aggression research, we discuss several important social, situational, and contextual antecedents to aggression (including academic culture, climate, values, and work practices) and demonstrate how these may serve as causes and consequences of bullying. Embedded in this discussion, we offer a number of specific propositions for future research. We conclude with a discussion of possible actions for prevention and management of bullying in higher educational settings.
... A contrasting but related research genre has developed around teacher well-being (Akram, 2019;McCallum & Price, 2016). Despite research on workplace violence, academics have paid little attention to bullying in their institutions, even though the evidence is accumulating that higher education institutions are no exception to the discourse maintaining this silence (Keashly & Neuman, 2010). Most studies about bullying in higher education focus on hostile, humiliating behaviours from students and professors in lectures (Braxton & Bayer, 1999). ...
... Managers are more often than not identified as the relevant prime actors in workplace bullying and harassment (e.g. Keashly & Neuman, 2010). Other studies, however, report co-workers are the most common source of hostile workplace behaviour (Keashly & Neuman, 2010;Neuman & Baron, 1997). ...
... Keashly & Neuman, 2010). Other studies, however, report co-workers are the most common source of hostile workplace behaviour (Keashly & Neuman, 2010;Neuman & Baron, 1997). In a study of co-worker victimisation, Aquino (2000) found that higher-status employees were just as likely as lower-status employees to be victimised by their co-workers. ...
... Bullying at work means regularly harassing, offending, socially excluding someone or negatively affecting someone's work, in the course of which the person confronted ends up feeling powerless to defend themselves (Einarsen et al., 2011). Research on workplace bullying in higher education has largely been conducted in the Western context (Hollis, 2015;2016;Giorgi, 2012;Johnson-Bailey, 2015;Keashly and Neuman, 2010;Zabrodska and Kveton, 2013). Few studies have been conducted in Africa (Ahmad et al., 2017;Ngale, 2013;Kakumba et al., 2014;Pietersen, 2007). ...
... Earlier studies on workplace bullying in HEIs primarily focused on the frequency of bullying and the type of bullying behaviours (Cassell, 2011;Keashly and Neuman, 2010;McKay et al., 2008). These studies found that workplace bullying was prevalent in higher education across the globe, with the main perpetrators tending to be supervisors (Hollis, 2015;Zabrodska and Kveton, 2013), followed by colleagues, subordinates and students (May and Tenzek, 2018;McKay et al., 2008). ...
... Types of bullying behaviours vary and include the following: excessive workload allocation, removal of key areas of responsibility and being given trivial tasks to replace one's core duties (Dlamini, 2010;Botha, 2008), unreasonable deadlines, withholding information, interference in one's work activities, excessive work monitoring, ignoring or overlooking contributions, isolation and being ignored by others, belittling, silencing and having one's requests for assistance denied (Ahmad et al., 2017;Giorgi, 2012;Keashly & Neuman, 2010). McKay et al. (2008) found that academic staff also experienced bullying by students, includingthe disruption of lectures, and displays of lack of respect and accountability. ...
Globally, the participation of women in leadership positions in academia has been the subject of intensive research. Studies have found that some universities are gendered and racialised, and women lack role models, mentors, coaches and sponsors. These factors serve as barriers to career progression. Bias against women in academia is experienced globally. This is mirrored in South Africa, where few women, especially Black, are in leadership positions or holding a professorship title. This study looks, in particular, at these highest career rungs in academia. In 2019, of the 46% of South African university academic staff holding PhDs, most were men; this positively correlates with the appointment to a professorial role or holding a leadership position, therefore being at the height of a professional career. This chapter explores articles written by fifteen Alumna from Higher Education Resource Service-South Africa (HERS-SA), who were female academic leaders in 2020 to 2021. The study uses an interpretivist qualitative research design and thematic analysis. Positive psychology 2.0 underpinned by Intersectional Theory was used to explore how the women navigated the promotion process to leadership positions. Thereafter, thematic analysis was used to analyse the fifteen articles. The study’s main findings indicate four themes: I was challenged, I am able, I am not alone, and I want better for others. Further shows that intersecting social identities mediate women’s career progression experiences. The study contributes to understanding female South African academic leaders’ career progression to professorship and leadership position, through the lens of positive psychology.KeywordsWomen’s empowermentWomen leadersSouth AfricaAcademiaIntersectionalityProfessorshipTenure
... Based on the coded data, some participants reflected a sense of depression around organisational inconsistency and uncertainty. The consequences of bullying behaviour can be damaging to individuals on a psychological level (Keashly et al., 2010). They knew that things needed to change within their daily organisational work environment. ...
... Participants also expressed fear about their performance: 'the fear of "failing" is intensified and pressured further' (Participant 4). The consequences of bullying proved damaging to the participants' physical health (Keashly et al., 2010) and impacted the time spent with their families (Ilies et al., 2009 The bullying took an emotional toll (Keashly et al., 2010) and was aptly expressed by a participant: 'Emotions felt: Anger, ashamed of coworkers, confused by managers, depressed by the situation, disgusted by the way students are treated, exhausted, frightened that if I don't fix it, I will lose my job…' (Participant 2) ...
... Participants also expressed fear about their performance: 'the fear of "failing" is intensified and pressured further' (Participant 4). The consequences of bullying proved damaging to the participants' physical health (Keashly et al., 2010) and impacted the time spent with their families (Ilies et al., 2009 The bullying took an emotional toll (Keashly et al., 2010) and was aptly expressed by a participant: 'Emotions felt: Anger, ashamed of coworkers, confused by managers, depressed by the situation, disgusted by the way students are treated, exhausted, frightened that if I don't fix it, I will lose my job…' (Participant 2) ...
Purpose: The lived experiences of middle managers within the messy realities of change offer valuable insight into how middle managers deal with disruptions. The purpose of this research was to explore the lived experiences of middle managers within the messy realities of strategising during organisational change.
Study design/methodology/approach: Using a qualitative, intrinsic, single-case study grounded in Weick’s sense-making theory, the sense-making practices of middle managers during organisational change were explored. Data was gathered through email journals over four months and enabled real-time tracking of microlevel strategising after change implementation. A constructionist form of thematic analysis was adopted and explored middle managers’ organisational social reality.
Findings: Sense-making occurs on a cognitive and emotional level. Participants attached meaning to actions and thereby created a sense for themselves and others towards organisational security and sustainability. Middle managers reframed the constraining organisational context through embodied sense-making for practical coping, which enabled them to rise above the organisational complexity and contradiction.
Originality/value: Recommendations are offered to support middle managers during organisational change.
... Bullying at work means regularly harassing, offending, socially excluding someone or negatively affecting someone's work, in the course of which the person confronted ends up feeling powerless to defend themselves (Einarsen et al., 2011). Research on workplace bullying in higher education has largely been conducted in the Western context (Hollis, 2015;2016;Giorgi, 2012;Johnson-Bailey, 2015;Keashly and Neuman, 2010;Zabrodska and Kveton, 2013). Few studies have been conducted in Africa (Ahmad et al., 2017;Ngale, 2013;Kakumba et al., 2014;Pietersen, 2007). ...
... Earlier studies on workplace bullying in HEIs primarily focused on the frequency of bullying and the type of bullying behaviours (Cassell, 2011;Keashly and Neuman, 2010;McKay et al., 2008). These studies found that workplace bullying was prevalent in higher education across the globe, with the main perpetrators tending to be supervisors (Hollis, 2015;Zabrodska and Kveton, 2013), followed by colleagues, subordinates and students (May and Tenzek, 2018;McKay et al., 2008). ...
... Types of bullying behaviours vary and include the following: excessive workload allocation, removal of key areas of responsibility and being given trivial tasks to replace one's core duties (Dlamini, 2010;Botha, 2008), unreasonable deadlines, withholding information, interference in one's work activities, excessive work monitoring, ignoring or overlooking contributions, isolation and being ignored by others, belittling, silencing and having one's requests for assistance denied (Ahmad et al., 2017;Giorgi, 2012;Keashly & Neuman, 2010). McKay et al. (2008) found that academic staff also experienced bullying by students, includingthe disruption of lectures, and displays of lack of respect and accountability. ...
While transformation in the higher education sector in South Africa has been the subject of intensive research since 1994, few studies have explored the link between workplace bullying and transformation. Whereas workplace bullying has drawn researchers’ attention for decades, it is only recently that scholars have started to interrogate the phenomenon through the intersectional lens. This paper employs intersectionality to explore women academics’ experiences of workplace bullying and to suggest links between workplace bullying and gender transformation in the higher education sector in South Africa. Semi-structured interviews were conducted with a cross-section of 25 women academics who had experienced workplace bullying. As part of data triangulation, four union representatives and three human resources practitioners were also interviewed. The study’s main findings indicate that gender, race and class mediate women academics’ experiences of workplace bullying. In historically White universities, African, Coloured and Indian women academics, particularly those from working-class backgrounds, are more likely to be bullied, by seniors, peers, administrators and students. For White women academics, race ameliorates their workplace bullying experiences. The simultaneous effects of race, gender and class derail transformation as members of previously disadvantaged groups either remain stuck in junior academic positions, or exit the sector.
... In addition to clinical stressors, academic veterinarians face academia-specific workplace stressors, including the pressures of scholarly expectations, administrative contributions, didactic teaching loads, responsibility for mentorship and supervision of clinical trainees, insufficient reward, diminishing institutional resources, and academic bullying (135). In a literature review of faculty experiences with bullying in higher education, the prevalence of bullying ranged between 18 and 32% (136). Professional autonomy coupled with expectations for high performance assessed with subjective and peer evaluations can all trigger bullying behavior among faculty (137). ...
... From an organizational perspective, bullying reduces employee motivation, commitment, creativity, and productivity, and increases employee turnover (217). Injustice and unfairness are predictors of aggression in the workplace, resulting at times in those individuals who experience bullying to subsequently exhibit disruptive behavior themselves (1,136,218). Indeed, poor management has been cited as the greatest risk factor for the occurrence of workplace bullying (219). ...
Burnout is a work-related syndrome of physical and emotional exhaustion secondary to prolonged, unresolvable occupational stress. Individuals of different demographic cohorts may have disparate experiences of workplace stressors and burnout impacts. Healthcare organizations are adversely affected by burnt out workers through decreased productivity, low morale, suboptimal teamwork, and potential impacts on the quality of patient care. In this second of two companion reviews, the demographics of veterinary burnout and the impacts of burnout on affected individuals and work environments are summarized, before discussing mitigation concepts and their extrapolation for targeted strategies within the veterinary workplace and profession.
... A recent meta-analysis reported a mean pooled prevalence of bullying in the human healthcare workplace of 26% (range, 4-87%) (285) and another systematic review reported a prevalence of bullying among surgeons between 18 and 49% (286). Experiencing bullying is a major work stressor, with destructive consequences for recipient employees, causing frustration, helplessness, negative emotions such as sadness, anger, resentment, and fear, difficulty concentrating, lower self-esteem and self-efficacy, reduced job satisfaction, physical health problems, severe depression, anxiety, PTSD symptoms, suicide ideation, and burnout (282,285,(287)(288)(289)(290)(291). Injustice and unfairness are both serious risk factors for burnout (73). ...
... Injustice and unfairness are both serious risk factors for burnout (73). Bullying breaks psychological contracts, creating an unjust workplace, and becomes a negative environmental contagion in which victims of workplace bullying are themselves more likely to exhibit problem behaviors as a consequence of being bullied (279,288,292,293). Of the negative emotions generated by bullying, sadness has been shown to impact individual health, while anger and fear lead to moral disengagement and subsequent workplace misbehavior by the victim themselves (292). ...
Chronic workplace stress and burnout are serious problems in veterinary medicine. Although not classified as a medical condition, burnout can affect sleep patterns and contributes to chronic low grade systemic inflammation, autonomic imbalance, hormonal imbalances and immunodeficiencies, thereby increasing the risks of physical and psychological ill health in affected individuals. Cultural misconceptions in the profession often lead to perceptions of burnout as a personal failure, ideas that healthcare professionals are somehow at lower risk for suffering, and beliefs that affected individuals can or should somehow heal themselves. However, these concepts are antiquated, harmful and incorrect, preventing the design of appropriate solutions for this serious and growing challenge to the veterinary profession. Veterinarians must first correctly identify the nature of the problem and understand its causes and impacts before rational solutions can be implemented. In this first part of two companion reviews, burnout will be defined, pathophysiology discussed, and healthcare and veterinary-relevant occupational stressors that lead to burnout identified.
... As a UKbased study, workplace bullying is more common in higher education (Hoel & Cooper, 2000). Keashly and Neuman (2010) suggested that researchers pay more attention to aggressive behaviors and workplace bullying in higher education, while the higher education context has specific characteristics. Summarized findings of country-based research in higher education in the study of Rojas-Solis et al. (2019) show how severe workplace bullying in academia is global. ...
... Despite the rise in recent years in research on workplace bullying in higher education institutions in Turkey, bullying in higher education is less frequently investigated than in general organizational settings (Keashly & Neuman, 2010;Erdemir, 2020). As discussed above, the proposed relationship needs in-depth and diverse analysis, especially in the context of Turkish higher education. ...
Workplace bullying in higher education is under researched, although academics are increasingly reported as a suffering group. Based on the explanation power of the interaction between people and the environment in the psychological field, this paper analyzes the moderation effect of social support in the relationship between external work locus of control (E-WLOC) and workplace bullying in Turkey's higher education context. Data were collected through questionnaires. It is found that people with an E-WLOC are more exposed to bullying if they get less social support.
... According to Ahmad, Kalim, and Kaleem (2017) and Keashly and Neuman (2010), universities are at the forefront of organizations with the highest risk of mobbing due to uneven power distribution. However, there is much human interaction. ...
... es according to the academic title, the organizational structure's tolerance to mobbing (Baillien & De Witte, 2009), competition among academic staff and envy of their colleagues' success, status and role differences, difficulty in promotion and appointment criteria, demanding academic career, non-renewal of contracts, problems in personnel rights (Keashly et al. Neuman, 2010), the strict hierarchical structure, the extraordinary powers of the rectors (Lewis, 2004), due to the hierarchical structure, administrators can make practices that are undemocratic and against the law and academic norms (Keim & McDermott, 2010), the career advancement of academics is often left to the personal initiative of superiors ( ...
This study aimed to examine the relationship between academic mobbing and meaningful work according to the views of academics. The research sample of the study consists of 489 academicians working at various state universities in Turkey. Research data were collected through e-mail using mobbing and meaningful work scales. The t-test was used for pairwise comparisons between variables. One-way ANOVA was preferred in triple or more comparisons. Pearson correlation test was used to reveal the relationship between academic mobbing and meaningful work. Also, regression analysis was used to determine whether academic mobbing predicts meaningful work. According to the results of the research, while the academics found their professions to be moderately-high-level meaningful, they stated that they perceived academic mobbing at a low level. It was observed that there were differences in the high motivation dimension of the meaningful work according to the gender variable and that there were differences between the views of male and female academicians in all dimensions of academic mobbing, except for the dimension of attacks on social relations. According to the gender variable, it was observed that there were differences between the opinions of female and male academics in the high motivation dimension of meaningful work and in all dimensions of academic mobbing except the dimension of attacks on social relations. According to the title variable, it was found that academicians with a high title in all dimensions, except for high motivation, found their works more meaningful. Still, the perception of academic mobbing did not differ according to the title. In addition, it was found that there is a significant and negative relationship between academic mobbing and meaningful work. What is more, academic mobbing was found to predict meaningful work. Based on these results, some suggestions have been made for practitioners and researchers conducting similar studies.
... In a private educational institution, the organizational climate may contribute to reducing the likelihood of violence or, on the contrary, instigating violent behaviors (Escribano, 2019). Violent behavior in higher education becomes a culture in academics, atmosphere, ethics, and teaching practices, indicating the factors contributing to bullying (Keashly, 2010). Academic rules of engagement allow and encourage disparity, conflict, and criticism, but they can also be corrupted to serve the objectives of aspiring faculty members who want to suppress rivals (Keashly, 2015). ...
... At the same time, HR is supposed to adopt a policy that prevents employees from bullying one another and intends to be a key ally of management to act arbitrarily to settle workplace disputes (Gramberg, 2006). Human Resource is not always objective (Klein, 2011;Keashly, 2010). However, higher education does not alone fail to protect employees from bullying (Hodgins, 2019). ...
Harassment in the place of employment is a common hindrance among teachers. It significantly impacts teachers, perceptions of their productivity and quality of work. Workplace bullying costs are enormous, but, like an iceberg, its size, scope, and repercussions are frequently underestimated. Bullying at work adversely affects teachers, effectiveness, output, and emotional well-being. Aggression in the work environment develops a negative impression on teachers, productivity, and mental well-being, increasing their chances of pursuing their positions. Bullying is a widespread dilemma documented worldwide. Besides job stressors and expectations, teachers are particularly vulnerable to bullying. Evaluating people its feelings about being a victim of bullying is a widespread phenomenon at educational institutions. Bullying is widespread among teachers at private higher education institutions and harms educational quality. It is a topic that is often overlooked and should be considered and highlighted. This article is based on a study conducted across North Punjab& higher education institutes (HEI). The report focused on the steps used in private institutions to prevent bullying. This study has established policies at HEIs that would curtail the scope and amplitude of bullying across cultures.
... Academics face poor job security, low pay, excessive work hours, discrimination, and severe imbalances of power (Keashly and Neuman, 2010;Fleming, 2022)-all of which serve to drive future leaders away from academia and into the private sector (Woolston, 2022a). Additionally, the reality is that there are simply fewer academic jobs available in the first place, and those jobs that do exist are often short-term, contract-based adjunct positions. ...
In the face of the climate crisis, is the academy preparing graduate students to engage in the interdisciplinary work needed to create a sustainable future? In 2021, the Brook Byers Institute for Sustainable Systems (BBISS) at the Georgia Institute of Technology convened a group of 7 doctoral students from 7 different disciplines: history, economics, chemical engineering, mechanical engineering, biology, city planning, and architecture. The intent of this program was for students to work on self-directed interdisciplinary projects around sustainability. This article describes our experiences as doctoral students in the interdisciplinary BBISS program. As a result of our participation, we have come to see our research through new disciplinary lenses, which enables us to better understand the impacts of our work from a broader systems perspective. Here, we discuss the challenges of interdisciplinarity in academia and highlight the value we see in strengthening interdisciplinarity in graduate education and research. We believe graduate students can become more effective, collaborative problem-solvers, and be better prepared to lead future sustainability projects when given opportunities to integrate interdisciplinary work into their existing program demands. Graduate education should encourage future scholars to broaden their horizons beyond the boundaries of their disciplines, provide opportunities for students to enhance their capabilities as collaborators and team members, and enable students to meaningfully engage with others in traditionally dissimilar fields to better tackle the increasingly complex sustainability problems we face. Our own experiences in the open-ended, interdisciplinary, multisemester BBISS program are evidence of the value of such programs, and we offer some additional suggestions for how individual programs, schools, colleges, and universities might modify doctoral program requirements to better support interdisciplinary work in graduate education.
... When compared to research on bullying at primary and secondary schools, there is limited research examining bullying at colleges and universities (Coleyshaw, 2010;Keashly & Neuman, 2010;Perry & Blincoe, 2015;Rospenda et al., 2013). Furthermore, the body of scholarship on student bullying at IHE tend to be conducted in Western countries (MacDonald & Roberts-Pittman, 2010;Perry & Blincoe, 2015;Schenk & Fremouw, 2012;Sinkkonen et al., 2014). ...
... Thus, the fact that 20.1% and 39.2% of students in Norway and Ghana, respectively, report that the negative behaviors they experienced constitute bullying is upsetting, given that some studies have reported much lower percentages (Hoel et al., 2001;Nielsen et al., 2009;Zabrodska & Kveton, 2013). On the other hand, Keashly and Neuman (2010) and McKay et al. (2008) similarly found a range between 18% and 32% in higher education settings. ...
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.
... Bullying is a global phenomenon which happens in every walks of life, and past studies and surveys have proved its prevalence and increasing frequency (e.g. Coleyshaw, 2010;Cretu and Morandau, 2022;Keashly and Neuman, 2010;Kunttu and Huttunen, 2009;MacMillan et al., 2022;Tight, 2023). Bullying affects individuals and organizations alike. ...
Purpose
Anchoring on the Conservation of Resource Theory (Hobfoll, 1989), the study aims to examine the relationship between student bullying, helplessness and student well-being. Further, the study also examines the mediating role of helplessness and the conditional role of students' psychological capital in the model.
Design/methodology/approach
Drawing responses from 397 students in the business management program in various B Schools in India, the hypothesized relationships were tested using IBM SPSS version 23 and AMOS 23, and moderation was checked with Hayes Process Macros.
Findings
The results revealed that bullying among students poses a severe threat to their well-being. Further, the study found that bullying increases feelings of helplessness, and such feelings impair well-being. The study also found a significant moderating effect of psychological capital in the relationship between feelings of helplessness and student well-being.
Research limitations/implications
The study findings provide students and educational administrators valuable insights into how student bullying deteriorates their well-being and how it can be tackled effectively using their psychological capital.
Originality/value
The study made a unique attempt to understand the effect of student bullying on their well-being. The study also provides valuable understanding about the roles of helplessness and psychological capital in the model, which will enrich the theory and practice alike.
... (pp. 10-11; see also Keashly & Neuman, 2010) These figures are, indeed, high, suggesting that most people working in higher education should have direct -as bully, bullied or bystander (and many of us will, of course, have performed in two or more of these roles) -or indirect, through formal roles or relationships, experience of bullying. Indeed, the estimates are so high that we might speculate that, if you are working in higher education and are not being bullied, then you're highly likely to be either doing the bullying (whether you recognise it or not) or at least aware that bullying is going on. ...
We may think that bullying is a childish behaviour that is left behind on finishing school, or that universities and colleges are too cultured and intellectual as institutions to have room for such behaviour, but these hopes are far from the truth. The research evidence shows that bullying of all kinds is rife in higher education. Indeed, it seems likely that the peculiar nature of higher education actively encourages particular kinds of bullying. This article provides a review of the research on bullying in higher education, considering what this shows about its meaning, extent and nature, and reviews the issues that have been identified and possible solutions to them. It concludes that, while there is much that higher education institutions need to do to respond effectively to bullying, revisiting their traditions and underlying purposes should support them in doing so.
... The predicament involved in working on this autoethnography concerned the care necessitated in writing about such a volatile and sensitive issue. Bullying is not openly discussed in academic circles; it's a taboo subject, as the academic environment offers fertile ground for abuse given that professors use subjectivity to guide our votes on our colleagues' membership, tenure and rank (Keashly & Neuman, 2010). So, in writing about the topic of bullying based primarily on gender, I was going against the accepted notion of higher education as a progressive environment, despite the fact that women are concentrated in the lower ranks of the professoriate and the administration, and notwithstanding the fact that women faculty members still describe the academic climate as chilly (Harper, Baldwin, Gansneder & Chronister, 2001;Maranto & Griffin, 2011). ...
... For some, this might be a frustrating stage as you rise high enough in the decision-making ranks to see many of the limits on the influence that academics have within contemporary higher-education institutions, but you have all of the opportunities for influence that those at more junior stages have, and you can use the substantial power and influence you have for positive impact and listen to and amplify the voices of junior colleagues. It is important to become familiar with the various ways that academics can abuse their power, including undermining their victims' ability to seek justice (Keashly & Neuman, 2010;Mahmoudi, 2019;van Scherpenberg et al., 2021). If you are contacted by another senior linguist asking you to defend them against a complaint of harassment or bullying, it is crucial that you not take their claims at face value and speak on their behalf in public--or private--without knowing the details of the case from all sides. ...
Linguistics has a documented history of divisiveness and remains poorly understood by the general public. Nevertheless, linguistics also has great unrealized potential for positive impact on global society, hand in hand with scholarship. We argue for an inclusive big tent linguistics that will help the discipline achieve its potential, and we outline three sources of current exclusion: (1) socialization into gatekeeping what counts as linguistics, with legitimacy tied to outdated opinions of what is more “scientific”, “rigorous”, “rational”, or “prestigious”, (2) epistemic injustice, including a tendency for hero-worship of “lone geniuses” of the field, and (3) a pattern of ignoring power imbalances in interactions, such as the demand for “civility,” often from the discipline’s least powerful members. We discuss the origins of these problems, some recent events that exemplify them, and suggest ways that all linguists, inclusively defined, can contribute to helping our scholarly community achieve a more uplifting culture.
... The challenges of ensuring the rights and dignity of learners and patients have been well described in the literature. [25] The power imbalance is even more challenging when it involves deeper issues such as racism, or perceptions thereof, [26] gender-based violence [27] and bullying. [28] Addressing these issues in the curriculum requires widespread awareness and multipronged approaches to enhance the rights of learners and patients, such as safe spaces for reporting, a culture of zero tolerance and policy review that enables the abovementioned issues to happen. ...
Background. The Faculty of Health Sciences (FHS), University of Cape Town (UCT) adopted the primary healthcare (PHC) approach as its lead theme for teaching, research and clinical service in 1994. A PHC working group was set up in 2017 to build consensus on indicators to monitor and evaluate the PHC approach in health sciences education in the FHS, UCT.Objective. To develop a set of indicators through a Delphi technique for monitoring and evaluating the PHC approach in health sciences curricula in the FHS, UCT. Methods. A national multidisciplinary Delphi panel was presented with 61 indicators of social accountability from the international Training for Health Equity Network (THEnet) for scoring in round 1. Nineteen PHC indicators, derived from a mnemonic used in the FHS, UCT for teaching core PHC principles, were added in round 2 to the 20 highest ranked THEnet indicators from round 1, on recommendation of the panel. Scoring criteria used were relevance (in both rounds), feasibility/measurability (round 1 only) and application of the PHC indicators to undergraduate and postgraduate teaching and assessment (round 2 only). Results. Of the 39 indicators presented in the second round, 11 had an overall relevance score >85% based on the responses of 16 of 20 panellists (80% response rate). These 11 indicators have been grouped by learner needs (safety of learners – 88%, teaching is appropriate to learners’ needs and context – 86%); healthcare user needs (continuity of care – 94%, holistic understanding of healthcare – 88%, respecting human rights – 88%, providing accessible care to all – 88%, providing care that is acceptable to users and their families – 87%, providing evidence-based care – 87%); and community needs (promoting health through health education – 88%, education programme reflects communities’ needs – 86%, teaching embodies social accountability – 86%). Conclusion. The selected indicators reflect priorities relevant to the FHS, UCT and are measurable and applicable to undergraduate and postgraduate curricula. They provided the basis for a case study of teaching the PHC approach to our undergraduate students.
... Workplace bullying takes place not only in the lower levels of education among teachers (Korkmaz & Cemaloğlu, 2010), but also in HE among university staff (Einarsen, 1999;Crawford, 1997;Giorgi, 2012;Keashly & Neuman, 2010). About the global prevalence of workplace bullying in all sectors, a meta-analysis indicated that around 15% of employees experienced it at some level, though the rate may be affected by geographical , methodological (Nielsen & Einarsen, 2018) and economic-climactic factors (Van de Vliert et al., 2013). ...
Global trends like university rankings and neoliberal policies have changed the operation of the higher education systems worldwide and brought a new managerial understanding that prioritized competition and quantification of performance over collegiality and quality. This transformation rendered values like trust and professionalism hollow, weakened the relationships among faculty and directors, and prepared a suitable ground for mobbing to flourish. The study aims to examine the phenomenon of academic mobbing from the perspectives of Turkish faculty based on Hofstede’s Cultural Dimensions Model and Leader-Member-Exchange Theory. 12 semi-structured in-depth interviews with targeted faculty working at different universities in Ankara, İstanbul, Konya and Eskişehir were conducted. The major findings of the study were: the perpetrators of mobbing were the directors who adopted autocratic and laissez-faire leadership styles and had good relationships with in-group members; academic culture was described with threat, fear, jealousy, humiliation, high-power-distance and collectivisms, all of which triggered mobbing; the targeted faculty were determined, strong, and self-confident in nature as well as impulsive and aggressive at times; mobbing predominantly ended in resignation, psychological and psychosomatic problems, and the lack of belonging; the top two coping strategies were getting social support and facing the mobbers; and the most frequent suggestions were for leaders to ensure meritocracy, for faculty to leave the mobbing-prone institution the soonest time possible, and for the state to create a mobbing law. It is recommended that democratic and transformative leadership styles be used and independent expert groups inspect universities.
... Higher education is no exception. Bullying does in fact exist in higher education (Keashly & Neuman, 2010;Misawa, 2015;Twale & De Luca, 2008). Higher education is a unique space that contains both academic and workplace settings, and is a context where people from diverse backgrounds and positionalities cohabitate (Misawa, 2015). ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... 1 Stefan Blomberg (2016) observes that it can be difficult to measure the frequency of workplace bullying precisely because most people do not want to categorize themselves as victims of it out of shame (p. 52). 2 For discussions of the phenomena of bullying and mobbing specifically in academic workplaces, see Keashly and Neuman (2010), Lewis (2004), Twale and De Luca (2008), Westhues (2004), Zabrodska (2013) and Zabrodska et al. (2011). 3 In recent decades, numerous academic career guides have been published, some of which have the word "survival" in their titles. ...
... Bullying is defined as the systematic, repetitive and intended negative behavior of one individual or group directed towards another one 1 . It primarily comprises of prolonged and repeated exposure to psychological exploitation. ...
Objective: To explore the relationship between workplace bullying and physical
strains among teachers of higher education institutes.
Methodology: In this cross-sectional study, a sample of 400 teachers was collected
using non-probability purposive sampling from seven public sector universities
of Lahore. The assessment was completed using standardized tools;
Workplace Bullying Scale and Physical Strains Scale with demographic information
sheet. Researcher collected the data from February 2017 to August 2017.
Analysis was performed using SPSS version 23.0.
Results: Out of 526 teachers, 200 male (50%) and 200 female (50%) teachers
completed the survey. Mean age of sample was 34 ±8.0 years. Forty two percent
of teachers reported experiences of workplace bulling. Workplace bullying
(both person-related and work-related) was found to be a significant positive
predictor and collectively account for 28% of the variance in physical strains.
Females teachers had more exposure of bullying (66%) and significantly higher
levels of physical strains as compared to male teachers (p =0.000).
Conclusion: Large numbers of teachers are facing workplace bullying problem
that needs to be addressed to improve their psychological and physical health.
Key Words: Higher education institutes, Workplace bullying, Physical strains
... Interactional justice has been shown to motivate employees to behave in an organisationally desired manner and to have a positive effect on work engagement (Dong and Zhong, 2022). However, it has been demonstrated that a lack of interactional justice increases aggression, organisational conflict, workplace bullying, and employee silence (Cropanzano and Baron, 1991;Özer et al., 2017;Keashly and Neuman, 2010;Neuman and Baron, 2011;Neuman, 2004;Huang and Huang, 2016). We anticipate that interactional justice will act as a mediator between illegitimate tasks and outcome variables. ...
... Since the initial work on teacher stress in the 1970s, there have been growing demands to implement effective interventions to reduce workplace stress [72]. Where interventions have been implemented for the teaching profession, they have had little consistency in approach or type of treatment, often falling across diverse and eclectic areas [73,74]. It is therefore of some concern to note that there appears to be a paucity of interventions, thus far that will successfully resolve workplace stress in organisations [75]. ...
The importance of school leadership and workplace stress is a recurring theme in education-based research. The literature reports that workplace stress in teaching is a difficult matter to resolve, with mixed outcomes from interventions. The aim of this initial scoping study was to report on the experiences of school leaders with interpersonal conflict (IPC), a known cause of this workplace stress. Accordingly, a sample of twelve school leaders working in Irish post primary schools were recruited to participate in this study using semi-structured interviews. All twelve participants reported experiencing workplace stress and linked other people as a source of this stress. Nine out of twelve had experienced IPC as a school leader. School leaders also noted a fear of reporting workplace stress. Half of the participants reported becoming ill from workplace stress and had taken time off from work. Participants also reported ‘balkanisation’ of like-minded cliques that tried to exert control over other groups. None of the participants expressed confidence in organisational strategies to resolve workplace stress or IPC. This study demonstrates that resolutions for IPC were scant. Further research is needed to conceptualise this phenomenon in the school environment and to support school leaders to effectively manage IPC as a cause of workplace stress.
... Akella (2020) echoed this point in relation to workplace bullying, noting that academia is different because it is typically comprised of highly qualified employees with terminal degrees who act independently as organizational members in a more loosely defined organizational structure under a chairperson or dean. Thus, academia represents a unique and important, but understudied, organizational context to examine work environments and management communication that might accelerate workplace bullying among its members (Keashly & Neuman, 2010). Therefore, the purpose of our study is to theoretically model how academic work environments, including job demands and stressors, might provide an increased frequency of workplace bullying acts among professors, but also how supervisors, who hold the power to provide social support at work and offer autonomy in completing job duties, might function to offset bullying. ...
Guided by the job demand-control-support model of workplace strain, this study tested a theoretical model of academic work environments to explain workplace bullying in academia. College professors ( N = 503) completed a questionnaire about working in academia and experiencing bullying at work. Results of a conditional process analysis revealed that psychological job demands affected workplace bullying incidents directly, and indirectly through increased occupational stress; however, the mediated effect depended on how supportive the supervisor was and how much control professors had over their job duties (moderated moderated mediation). In departments where supervisors provided low to average social support to faculty, the indirect effect on bullying was weakened when professors had more decision authority over how they completed their job demands (moderated mediation). However, in departments where supervisors were highly supportive, there was no indirect effect of demands on workplace bullying through stress, despite how much or little decision authority professors had in doing their jobs (no moderated mediation). These findings speak to the importance of appointing a chairperson who will encourage professors’ autonomy in completing their work, and, more crucially, provide social support to discourage faculty bullying in response to job stressors.
Objective: To identify the prevalence and impact of workplace bullying among pharmacy practice faculty in the United States. Methods: Members of the Pharmacy Practice section of the American Association of Colleges of Pharmacy were invited to complete an online survey about the frequency with which they experienced negative workplace behaviors in the communication, humiliation, manipulation, discrimination, and violence domains as well as workplace bullying in the previous 12 months. Independent t-tests and chi-squared tests were used to investigate associations between workplace bullying and pharmacy practice faculty demographic and employment characteristics. Results: Participants (n=256) reported a median of 6 negative behaviors in the workplace, most often in the communication and humiliation domains. A total of 50 (19.5%) reported experiencing workplace bullying. The most common impacts of workplace bullying included increasing their stress level (n=44/49, 89.8%), negative effects on their emotional health (n=42/49, 85.7%), and job dissatisfaction (n=40/49, 81.6%). Female participants more frequently reported workplace bullying (n=43/196, 21.9%) compared to male participants (n=4/56, 7.1%; p=0.012). Individuals who identified as white were less likely to report workplace bullying (n=40/233, 17.2%) compared to individuals of all other races (n=8/19, 42.1%; p=0.008). Conclusion: Most pharmacy practice faculty reported experiencing some degree of negative workplace behaviors during the past 12 months. Additional strategies are needed to create inclusive work environments with transparent, actionable policies when workplace bullying occurs. Treatment of human subjects: IRB exemption granted
The academic work environment is the setting where a leader can control the input (hiring the best academic employees), and facilitate the work environment, but the tasks and processes in higher education and research can hardly be standardized, nor is the outcome easily measurable. The academic setting brings one of the most difficult work settings leaders face - academic institutions in essence are decentralised and academics tend to be independent thinkers, not willing to be led. Much of existing leadership [theory], including authentic leadership has been criticised for being static, not considering the changing nature of the self and situational volatility. The chapter offers a dynamic model of leadership that connects authentic leadership with situational leadership theory in the academic setting. We develop a concept of situational authenticity that reveals how leadership takes place via forms of sensing (sensegiving, sensemaking, sensebreaking, and sensekeeping) in work situations.
This article takes the collective character of knowledge advancement in institutions of higher education as a starting point to critically examine the predominant understanding of the academic community. The authors make a case for a reconceptualization of the academic community as a community of experts devoted to the advancement of knowledge, regardless of whether they conduct academic research or not. Such reconceptualization will lead to higher work efficiency and satisfaction among all staff and positively contribute to their well-being. This reconceptualization identifies a number of factors that currently undermine the communal and collective aspects of knowledge advancement, such as the diffusion of New Public Management practices, entanglement in professional hierarchies, competition for scarce financial resources, and lack of career incentives for cross-unit collaboration. An overview of existing responses to these challenges shows that they are insufficient for creating a sustainable and relatable sense of community among employees of higher education institutions. In response, the authors suggest interventions on an individual, institutional and policy level, including unionizing and reframing the work of academic and non-academic staff as centered on shared goals and values, which provides opportunities for exchange.
Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants’ interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study’s findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.
This paper provides a review of the contextual factors that are associated with levels of morale and job satisfaction in academic institutions. It argues that universities can purposefully create workplace environments that support employee well-being by measuring, attending to, and addressing levels of collegiality; designing policies that introduce greater work–life balance; developing robust mentoring programmes; ensuring that systems are in place to allow members of academic and support staff to recognise each other’s work; and maintaining transparency in decision-making and resource allocation. Recommended assessments and suggested intervention resources are also noted.
Purpose
Workplace bullying generates various emotions, including shame in the target; these emotions can induce employee silence. However, the role of shame in the relationship between workplace bullying and employee silence, and the individual differences in how victims experience shame and silence, has not yet been explored. The present study aims to fill this gap in the literature, using the effect of shame as a mediator and core self-evaluation (CSE) as a moderator.
Design/methodology/approach
Two thousand faculty members working in different colleges in India were invited to participate in the online survey. The participants were invited to fill in the questionnaire only if they had experienced shame by bullying during the preceding two weeks. Three hundred and twenty faculty members responded to the survey.
Findings
The results showed that shame mediates the relationship between workplace bullying and diffident silence. In addition, CSE moderates the relationship between shame and diffident silence but not the relationship between workplace bullying and shame. That is, diffident silence induced by shame was noted to be weaker for employees with high CSE. Importantly, the study could not find any individual difference in experiencing shame by bullying.
Practical implications
Improved CSE can effectively influence diffident silence through shame, helping the management to recognize workplace bullying.
Originality/value
It is a unique attempt to address diffident silence among Indian academicians, and study the role of targets’ shame and CSE while adopting silence on workplace bullying.
Bullying is a public health menace of global significance. Personality traits have been shown to predict bullying roles. This study aimed to assess the prevalence of bullying and its relationship with the Big-Five personality traits among Nigerian in-school adolescents. Four hundred and thirty-two adolescents aged between 12 and 18 years (M = 15.32, SD = ± 1.58) were randomly selected from six secondary schools in Ilesa, Nigeria. Personality traits were assessed with the Big-Five Personality Inventory while bullying was assessed with the peer relationship questionnaire. The prevalence of bullying behaviour among the respondents was high at 85.4%. There was a statistically significant difference (p = .001) between perpetrators and non-perpetrators for the neuroticism trait. On regression analysis, agreeableness trait was predictive of bullying behaviour as perpetrator (B = −.090, SE = .023, β = −.231, t = −3.943 95% C.I. [−.135, −.045] p < .001) and as a victim (B = −.138, SE = .026, β = −.310, t = −5.384 95% C.I. [−.188, −.088] p < .001). There is a high prevalence of bullying among Nigerian in-school adolescents. Agreeableness trait predicted bullying behaviour either as perpetrators or victims. Our findings highlight the need for interventions targeting personality traits to prevent and fight school bullying.
There is a significant difference in the number of research projects carried out on cyberbullying in childhood and adolescence when compared to the analysis of this problem in the university environment. However, more and more studies are giving visibility to the online bullying that occurs in higher education. This chapter presents a review of cyberbullying in the university context, focusing its attention not only on the cyberbullying that occurs among students but also on the cyberbullying from students to professors and among teaching staff. The negative consequences of this problem are outlined for those agents involved as well as for the quality of teaching and the institution in general. Finally, a reflection is made on how universities deal with cyberbullying and what preventive and intervention measures can be carried out in the specific context of higher education.
A general model of affective aggression was used to generate predictions concerning hot temperatures.Experiment 1 examined hot temperatureeffectson hostileaffect, hostilecognition,perceived arousal, and physiological arousal in the context of a study of video games. Experiment 2 examined hot temperature effects on hostile affect, perceived and physiological arousal, and general positive and negative affect in the context of briefaerobicexercise. Consistent results were obtained. Hot temperatures produced increases in hostile affect, hostile cognition, and physiological arousal. Hot temperatures also produced decreasesin perceived arousal and generalpositive affect. These results suggest that hot temperatures may increase aggressive tendencies via any of three separate routes. Hostile affect, hostile cognitions, and excitation transfer processes may all increase the likelihood of biased ap- praisals of ambiguous social events, biased in a hostile direction. Social theories relating heat stress to aggressive behav- ior and aggression-related affects can be found in writ- ings as ancient as those of the Rome of Cicero (106-43 B.C.) and as recent as last summer's newspapers. Refer- ences to hot temperatures producing aggression can be found in works as hallowed as Shakespeare's Romeoand Juliet and as obscure as a 1985 Ohio State student news- paper cartoon. If consensus were truth, then scientific investigation of the hypothesis that temperature influ- ences aggression would be unnecessary.
This paper reports on an exploratory study on workplace bullying in further education and higher educational institutions in Wales. Coverage of the study compared perceptions and experiences across six areas: workplace bullying, sexual harassment, racial harassment, sex discrimination, unfair promotional opportunities, and reduced promotion opportunities. The study methodology incorporated structured interviews with 20 key informants, a postal survey of higher/further education trade union members (NATFHE) in Wales, and in depth interviews with a small number of victims of bullying. Respondents hear of workplace bullying primarily from the broadcast media and not through internal communications. Respondents to the survey had experienced higher levels of workplace bullying than they experienced sex discrimination, sexual harassment or racial harassment. As a source of hearing about bullying, colleagues appear to provide a link that enables victims to admit to their own suffering. The perceived reasons for the bullying are linked to poor managerial training.
Drawing on narrative theory, we propose a scenario-based approach to conducting discussions among junior and senior faculty about issues affecting job satisfaction. This study reports how discussions of fictional scenarios (based on data drawn from 123 faculty interviews) prompt open dialogue, foster greater consciousness, empathy, and empowerment among faculty, and guide positive institutional responses.
It is the authors' contention, and the central thesis of this chapter, that to the extent these behaviors involve efforts by individuals to harm others at work, or the organizations in which this work occurs, they represent instances of workplace aggression and the authors believe there are substantial theoretical and practical benefits to be derived in studying them as such. In this chapter, they argue the merits of this position and provide theoretical and empirical support for this line of reasoning. They begin by focusing on the need for concept clarity and an integrating framework for exploring the many behaviors subsumed in this text and follow this discussion with a definition of aggression in general and of workplace aggression in particular. Within this discussion, they describe the defining characteristics of aggression and violence and then compare and contrast these characteristics with other forms of counterproductive work behavior. After building what they hope is a compelling case for the use of workplace aggression as one possible integrating construct, the authors present a contemporary theoretical model of aggression that has proven useful in exploring (and explaining) the many causes and mediating processes associated with a wide variety of harm-doing behaviors. They conclude with some recommendations regarding future work in this area and, in particular, the need to consider the dynamics of the process in which these negative workplace behaviors are embedded--a process that often reveals the underlying nature of, and motive for, such acts. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Universities attempt to hire the highest quality faculty they can, but they are not always successful at retaining them. Furthermore, some faculty members who do remain may not function as engaging colleagues who make others want to stay. This study investigates why some faculty members leave and why others stay by illuminating the complexities of individual experiences. Using semi-structured interviews rather than surveys, a matched cohort of 123 faculty members (half current and half former) from one institution was interviewed. Although some of their primary reasons for satisfaction or dissatisfaction (e.g., collegiality, mentoring) were predicted by general survey research, there were also unforeseeable issues that strongly influenced satisfaction and decisions to stay or leave, demonstrating the importance of institution-specific research. This paper provides a method for collecting institution-specific information as well as several arguments for conducting interviews instead of pre-defined surveys.
In the present article, recent research on sex differences in aggressive styles is reviewed. The concept of indirect aggression is particularly presented and discussed. It is argued that it is incorrect, or rather, nonsensical, to claim that males are more aggressive than females. A theory regarding the development of styles of aggressive behavior is presented.
"Emerging Systems..." presents illustrative real-life examples as well as cutting-edge methods and tools for integrating systems of dispute resolution into standard corporate procedures. This resource investigates the systems that organizations have developed to manage common and costly workplace conflicts involving supervisor-employee relationships; race, age, and gender discrimination complaints; sexual harassment; occupational safety and health; reasonable accommodation of the disabled; and wrongful termination, as well as other problems stemming from governmental regulations and court actions.
Workplace bullying This chapter sets out to examine a phenomenon that has been studied relatively recently: that of workplace bullying. Bullying has been established as a feature of schools and playgrounds for many years (e.g., Burk, 1897) and as such has received considerable attention (e.g., Bernstein & Watson, 1997; Besag, 1989; Olweus, 1983). Contemporary studies of bullying at work have drawn from the original conceptual base in childhood studies and have developed the topic to be applicable to modern-day working situations. Within a decade, research in this topic has grown to a point that it is well established in several countries. Currently, we perceive a turning point at which other more established areas of academic endeavor are now looking at workplace bullying as a phenomenon in order to understand linkages and contribute as a broader academic community to our sense making in this area. The very appearance of this chapter ...
This study explored beliefs held by faculty and administrators about post-tenure review and the factors that influenced beliefs within one state system. Values of autonomy and collegiality, career stage, and institutional history and context were found to influence beliefs about the purposes, processes, and outcomes of post-tenure review.
And so, as described in the previous chapter, the attempt to understand how people will react to conditions of scarcity leads directly to the issue of whether they experience their fate and the fates of those they care about as just or unjust. This statement is not at all simple nor obvious in its implications, as we shall see in a moment. After all, identifying the sense of justice as the key issue is equivalent to saying that in order to understand what will happen in our future, collectively and individually, we must solve one of the most enigmatic and complex problems that has preoccupied social analysts throughout the history of Western civilization: How does the theme of justice appear in people’s lives?
Examining a neglected issue, we investigated the relationships between employees' feeling mistreated, grievance filing, the nature of the perceived mistreatment, and employee withdrawal. Results indicated higher exit-related withdrawal for those who perceived mistreatment and higher work withdrawal behavior for those who experienced personalized mistreatment. Withdrawal measures for grievance filers were not significantly different from those for nonfilers when we accounted for the role of perceived mistreatment.
Bullying or mobbing is used for systematically harassing a person for a long time. In the context of stress theory, bullying is a severe form of social stressors at work, whereas in terms of conflict theory, bullying signifies an unsolved social conflict having reached a high level of escalation and an increased imbalance of power. Based on a qualitative study with 20 semi-structured interviews with victims of bullying and a quantitative questionnaire study with a total of 149 victims of bullying and a control group (N = 81), it was investigated whether bullying victims use specific conflict management strategies more often compared with individuals who are not bullied, and whether coping strategies used by successful copers with bullying differ from those of the unsuccessful copers. Successful copers were those victims who believe that their situation at work has improved again as a result of their coping efforts. The qualitative data showed that most victims started with constructive conflict-solving strategies, changed their strategies several times, and finally tried to leave the organization. In the interviews, the victims of bullying most often recommended others in the same situation to leave the organization and to seek social support. They more often showed conflict avoidance in the quantitative study. Successful victims fought back with similar means less often, and less often used negative behaviour such as frequent absenteeism. Moreover, they obviously were better at recognizing and avoiding escalating behaviour, whereas in their fight for justice, the unsuccessful victims often contributed to the escalation of the bullying conflict.
This paper relates research on workplace bullying to the prevention measures which an organisation might consider implementing. The implications of collecting research information only from targets of bullying is highlighted, and discussed in relation to identifying bullies and targets. Incidence studies are used to track environmental patterns and processes. Included in such studies is the recent UK UNISON survey, where patterns of consistency are found between targets and non-targets in attitude questions regarding the causes of bullying, but strong divergence of response regarding other parameters. The effectiveness of actions taken by targets of bullying is also reported. These find that reports of bullying stopping as a result of action by targets are rather rare, and advising targets to discuss the situation with the bully without professional support (such as from a personnel officer or union representative) is probably misguided as retaliation from the bully is likely.
Enthusiastic employees far out-produce and outperform the average workforce:they step up to do the hard, even 'impossible' jobs.ï¾ Most people are enthusiastic when they're hired: hopeful, ready to work hard, eager to contribute. What happens? Management, that's what. The authors tell you what managers do wrong, and what they need to do instead. It's about giving workers what they want most, summarized in the Three-Factor Theory: to be treated fairly; to feel proud of their work and organizations; and to experience camaraderie. Sounds simple, but every manager knows how tough it can be. Nostrums, fads, and quick and easy solutions have abounded in the management literature, but swiftly go out of style when they fail to meet the test in the workplace. The authors provide research-grounded answers to crucial questions such as: Which leadership and management practices can have the greatest positive performance impact? What does employee satisfaction really mean? What's the relationship between employee satisfaction, customer loyalty, and profit? Sirota and his colleagues detail exactly how to create an environment where enthusiasm flourishes and businesses grow.
Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is nothing new about this type of academic bullying. What's new is how it's talked about now, and, thanks to the blogosphere, where and how often. This article describes how the Web provides new outlets for combating workplace aggression. It also describes how different universities address the issue of academic bullying.
Community colleges have provided an entree into higher education for many women. Yet, women faculty perceive the overall climate of community colleges as "chilly." To deconstruct the interpersonal dynamics that may lead to perceptions of a chilly climate, this study examines the prevalence of workplace bullying among and between community college faulty. The purpose is to understand the nature of harassment, the ways in which women define and respond to it, and the importance of contextual factors in the prevalence. Workplace bullying is a form of interpersonal aggression that has implications for how individuals perceive the organizational climate, job productivity, and job satisfaction. Findings from this study indicate that workplace bullying among faculty includes many subtle practices characterized by informal and formal use of power, faculty workplace bullying is affected by several enabling structures specific to the context, and victims typically respond with avoidance. This study has implications for harassment policies, faculty involvement in institutional governance, and the gendered nature of interpersonal dynamics.
This book's 14 chapters provide models of conflict management and practical guidance for those working in institutions of higher education. The chapters are: (1) "What's It All About? Conflict in Academia" (Susan A. Holton); (2) "Administration in an Age of Conflict" (Gerald Graff); (3) "The Janus Syndrome: Managing Conflict from the Middle" (Walter H. Gmelch); (4) "Chairs as Department Managers: Working with Support Staff" (Mary Lou Higgerson); (5) "Spanning the Abyss: Managing Conflict Between Deans and Chairs" (Ann F. Lucas); (6) "The Cutting Edge: The Dean and Conflict" (Nancy L. Sorenson); (7) "And Never the Twain Shall Meet: Administrator-Faculty Conflict" (Judith A. Sturnick); (8) "Managing Conflict on the Front Lines: Lessons from the Journals of a Former Dean and Provost" (Clara M. Lovett); (9) "Student Affairs and Academic Affairs: Partners in Conflict Resolution" (Lynn Willett); (10) "Can We Agree To Disagree? Faculty-Faculty Conflict" (Cynthia Berryman-Fink); (11) "Views from Different Sides of the Desk: Conflict Between Faculty and Students" (John W. "Sam" Keltner); (12) "Student-Student Conflict: Whose Problem Is It Anyway?" (Janet Rifkin); (13) "Conflict Resolution in the Academy: A Modest Proposal" (Joel M. Douglas); and (14) "Academic Mortar To Mend the Cracks: The Holton Model for Conflict Management" (Susan A. Holton). An appendix provides "Conflict Management Programs for Administrators" (Gillian Krajewski). (Some chapters contain references.) (DB)
In conjunction with declining enrollment and the call for accountability, several developments have occurred which are stress producing among higher education faculty. These include: (1) mandated student evaluations; (2) stringent guidelines for promotion; (3) increased fear of dismissal; (4) inadequate salary increases; and (5) growing apathy among student populations. (JN)
This chapter provides a 2X2 model for organizing the effects of both teacher and student improprieties on teaching and learning and puts the subsequent chapters in focus using that model.
I argue that the impact of context on organizational behavior is not sufficiently recognized or appreciated by researchers. I define context as situational opportunities and constraints that affect the occurrence and meaning of organizational behavior as well as functional relationships between variables, and I propose two levels of analysis for thinking about context - one grounded in journalistic practice and the other in classic social psychology. Several means of contextualizing research are considered.
The proposed model posits that different forms and combinations of justice perceptions are likely to elicit different forms of aggression that also vary in terms of the target of aggression and the manner in which harm is delivered to the target. Eight possible combinations of justice perceptions are described and the forms of aggression each combination is most likely to elicit are proposed. Potential moderators of the proposed relationships are discussed. Implications of the model are described and future research directions are suggested.
abstractWe explore the effects of the social context on the relationship between psychological contract breach (PCB) and perceived organizational support (POS) in two studies. We build on the premise that psychological contract breach (i.e. the organization's failure to fulfil the obligations employees believe they are owed) signals to employees that they are not cared for and valued by the organization (i.e. reduces POS). In support, a longitudinal study of 310 employees shows that PCB at Time 1 explains significant variance in POS at Time 2 (beyond that explained by POS at Time 1). Building on this result, we advance the argument that employees' perceptions of organizational politics serve as a heuristic for the overall benevolent or malevolent character of the organization and its agents. Accordingly, we expect that when employees perceive PCB and high levels of organizational politics, they will be more likely to hold the organization responsible for PCB and thus report lower levels of POS in response to breach. This line of reasoning received support in a second study of 146 employees which showed that perceptions of organizational politics moderate the PCB–POS relationship. Our results suggest that the social context in which psychological contract breaches occur matters and that managers should consider the organization's perceived political landscape when anticipating how employees will respond to broken promises.
This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context.
This ethnography focuses on the techniques of normalization used by university professors who are accused by their colleagues of bullying behavior. We examine how the organizational structure and institutional values of the university provide protective coloration for academic intimidation and discourage both the detection and effective labeling of such behavior. In noting that attempts to label bullying behavior frequently fail because the judgments are seen as mere matters of opinion in an environment whose principal currency of exchange is opinion itself, we modify and extend Sykes and Matza's discussion of neutralization techniques to academic settings. While we cannot speak to the presence or absence of guilt feelings on the part of alleged academic bullies, or to whether neutralization techniques successfully assuage such feelings, we can nevertheless discern the operation of these techniques to resist the imputation of unflattering social identities and/or to lay claim to public identities that are highly esteemed within the academy. Moreover, we identify three additional techniques of normalization that are employed by alleged ivory tower bullies: appropriation and inversion, in which accused bullies claim victim status for themselves; evidentiary solipsism, in which alleged bullies portray themselves as uniquely capable of divining and defining the true meaning-structure of events; and emotional obfuscation, which takes the form of employing symbols and imagery that are chosen for their perceived ability to elicit an emotional response on the part of an academic audience.
The role of the sociopathic bully is considered in terms of his/her responsibility for acts of evil in organizations. First, the literature on bullying is considered with the suggestion made that the term bully may be something of a euphemism, contributing to the problem of bullying not being taken sufficiently seriously. Bullying is then considered as a means of torture in organizations. The case study is introduced, where the author—an academic—is daring to share her story. Several of Biderman''s constructs of coercion (Amnesty International, 1975. Report on Torture. London: Gerald Duckworth.) are used to showcase the case material shared which, when taken together, depict the relentless and deliberate nature of the bullying that took place. The paper concludes with an evil outcome of the bullying but, also, the success of the target in surviving. Some practical considerations as to what to do if bullying takes place are considered.
This paper examines the results of a workplace bully survey sent to faculty, instructors and librarians at a mid-sized Canadian
university in 2005. The potential sources of workplace bullying by colleagues, administrators and students are examined. The
survey determined that workplace bullying is of particular concern for employees that are newly hired or untenured. The systemic
nature of this phenomenon and the spillover effect from one job domain to another are identified. The findings indicate costs
for the university linked to workplace bullying. Costs include increased employee turnover, changed perception of the university
by employees and reduced employee engagement.
Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which presents the concept of a "Communication Protocol [which] is a set of guidelines for day-to-day communication and informal problem solving developed in a mediation context involving a group of co-workers, these Protocols are most effective when developed with the full participation of both staff and management, although difficult to achieve, in academic units the chair needs to participate, the more inclusive the group, the more the Protocol will reflect the culture and norms of the organization."
In recent years, the existence of a significant problem in workplaces has been documented in Sweden and other countries. It involves employees "ganging up" on a target employee and subjecting him or her to psychological harassment. This "mobbing" behavior results in severe psychological and occupational consequences for the victim. This phenomenon is described, its stages and consequences analyzed. An ongoing program of research and intervention that is currently being supported by the Swedish government is then considered.
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Faculty discipline: Legal and policy issues in dealing with faculty misconduct
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Bullying in academia: An examination of workplace bullying in New Zealand universities
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Faculty incivility: The rise of the academic bully culture and what to do about it
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Mob rule: In departmental disputes, professors can act just like animals
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