Workplace bullying and mobbing: autoethnography and meaning-making in the face of adversity in academia

Abstract

Autoethnography has been used to examine employees’ physical and emotional experiences of workplace bullying and mobbing. In this approach of inquiry, data were extracted through; personal narratives, lived experiences, and opinions through meaning-making. Power structures in academia were found to play a significant role in academic bullying because authorities may perceive their power base to be under threat hence the desperate need to eliminate the perceived threat. Findings also suggest power structures in academia and “reluctant complicit mobbing” may be inclined to support bullies thereby impacting employee performance, production, health, and wellbeing. The African culture that subordinates and younger members of society should revere their bosses and elders was also found to influence bullying and mobbing. The authors hope to persuade academic authorities to formulate reporting systems and viable policies that protect employees. Values in individuals could be developed and reinforced, further strengthening individual’s abilities and resilience to face and deal with adverse events.