Abstract
Classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also compared faculty and business administrator perceptions to investigate the level of administrator awareness of accounting classroom incivility. Our results indicate that accounting faculty are more likely to define potentially disruptive student behaviors as incivility and reported higher levels of classroom incivility than cross-disciplinary faculty. We find general agreement between accounting faculty and business administrators relating to both the definition and occurrence of incivility.
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