Academic Bullying Research Articles

Academic Bullying and Unethical Authors: Emerging Problem

Academic Bullying and Unethical Authors: Emerging Problem

Emerging problem of academic bullying: concern in clinical surgery

Emerging problem of academic bullying: concern in clinical surgery

Academic bullying as a racialized phenomenon in STEM higher education

While students of color’s experiences of academic bullying from their advisors have been documented in the literature (e.g., Moss & Mahmoudi, 2021), little is known regarding the role that race plays in the normalization and perpetuation of academic bullying within higher education. Utilizing Asian critical theory (AsianCrit) as both the theoretical and analytical lens, this phenomenological study centers five STEM Asian international doctoral students’ experiences of academic bullying through semi-structured interviews. It is found that racialized academic bullying is operationalized by a) legitimizing exploitation through racializing discourses; b) maintaining White supremacy across transnational contexts; and c) intersecting systems of oppression. Implications and recommendations are offered as to what stakeholders can do collectively to address racialized academic bullying towards minoritized students and to combat systemic inequities and oppression.

Academic Bullying and Human Rights: Is It Time to Take Them Seriously?

Academic Bullying and Human Rights: Is It Time to Take Them Seriously?

Academic Bullying: An Unstable Element in Stem Research

Academic Bullying: An Unstable Element in Stem Research

Pressured to perform

A growing body of work suggests that junior researchers in universities are often confronted by an unfathomable pressure to conduct research and get published in order to scale up the academic ladder. These pressures are often loaded with little to no regard for the welfare of the junior academics and no concern for the career paths to be taken. Against this background, this study explored the negative consequences associated with the pressure to publish from the unique perspective of junior academics at a rural university in South Africa. The study was underpinned by a qualitative research approach which enabled the utilisation of qualitative interviews with twelve junior academics from four faculties at the university. The findings demonstrated the often-salient bullying and abuse of junior academics that happens under the guise of mentorship from their senior colleagues. The study also revealed the cost at which the pressure to perform comes, namely the cost to mental well-being, the temptation to publish in predator journals, the rise of unethical publishing, and the sacrifice of quality research. Based on these findings, the study recommended that more considered efforts be made to secure the welfare of emerging academics and that more concerted efforts be instituted in universities to guard against the rise of academic bullying at the hands of senior academics.

Recognizing the Warning Progressive Signs of Academic Bullying and Harassment: The GGRID Tactics

Recognizing the Warning Progressive Signs of Academic Bullying and Harassment: The GGRID Tactics

The development of the perceptions of graduate assistants and faculty professional working relationships instrument

ABSTRACT Previous studies have examined bullying behaviors in K-12 education and workplaces, yet there are few attempts to explore academic bullying experiences in higher education. In this study, a survey named Graduate Assistant and Faculty/Supervisor’s Professional Relationship was developed and validated through measuring United States graduate assistants’ experiences with their supervisors/advisors (n = 484) and perceptions toward academic bullying and inappropriate behaviors within their assistantships. An exploratory factor analysis was conducted indicating three themes: (a) Future Preparation, (b) Recognition and Consideration, and (c) Interpersonal Misconduct, supporting a 14-item instrument measuring graduate students’ experiences regarding academic bullying and inappropriate behaviors within their assistantships in higher education. Implications suggested that some students had experienced certain kinds of academic bullying from advisors/supervisors. There is a great need for colleges and universities to develop rules and regulations to prevent inappropriate behaviors.

Academic bullying slows the evolution of science

Academic bullying slows the evolution of science

Effect of school Admin, Strations in Lessening Academic bullging field study in school of nineveh governorate

The cunent research aimsat setting the degree of practices of school headmasters of nineveh governorate to lessen academic bulling in primary schools from teachers perspectives. The sample was (100) surveys distributed on teachers in the municipality of nineveh and districts.chosen randomly.Descriptive me thod was adopted in answering questions.A survey was made , the validity and stubility of which was verified . The researchers concluded no statistically siginfi cant difference at the level wad found between the means of answers of the samples regarding survey according to service years . The degree of statistical signifi canee inallaxes was more than 0.5% thus, no statistically significant difference at (0.05) level between the means of sample responses regading survey axes according to academic qualification.Statistieal signifieance of all axes was more than 5% . The researchers recommend holding training courses for headmasters and staff about facing academic bullying ,develop spirit of tolerance and social cooperation amony students to eliminate such dangeruos pheno memon..

Why Gender-Based Bullying Is Normalized in Academic Medicine: Experiences and Perspectives of Women Physician Leaders.

Background: Bullying has been identified as a problem in the academic medicine. Bullying behaviors persist because organizational cultures have allowed them to become normalized. In academic medicine, women are more likely to be bullied than men. Our purpose was to explain why gender-based bullying persists in academic medicine and identify mitigation strategies. Methods: We interviewed senior faculty women physicians who graduated from the Hedwig van Ameringen Executive Leadership in Academic Medicine® program. We asked participants about their experience with bullying and its consequence on their careers. We also asked about the types of culture they think perpetuates bullying and their thoughts on how best to mitigate bullying. Interviews were recorded, transcribed, and coded using Averbuch's Cycle of Academic Bullying as a framework. Results: We sampled 30 women physician leaders for interviews from a pool of 96 volunteers who had screened positive for experiencing bullying. All 30 either experienced or witnessed bullying during their careers. Bullying behaviors included public humiliation, defamation, verbal disparagement, and social isolation. Subjects suffered numerous negative effects from bullying such as stress, burnout, depression, and having to leave the job. Participants believed bullying behaviors persisted due to hierarchical organizational cultures. Barriers to reporting and mitigation were thought to originate from lack of leadership combined with ineffective policies and reporting mechanisms. Conclusions: Dysfunctional hierarchies embedded in organizational cultures within academic medicine have contributed to the normalization of bullying. Committed leadership, focused on implementing comprehensive bullying prevention policies, is needed to promote an inclusive culture in which everyone feels that they belong.

Interview: insights from a career researching the protein corona and combating academic bullying.

M Mahmoudi is an assistant professor in the Department of Radiology and Precision Health Program at Michigan State University (MI, USA). His research group has three broad lines of enquiry: nanomedicine, regenerative medicine and academic bullying and harassment. In the field of nanomedicine, the lab focuses on understanding the protein corona - the mix of biomolecules that binds to the surface of a nanoparticle when it interacts with biological fluids - and the complications this brings to reproducibility and data interpretation in the field of nanomedicine. In regenerative medicine, his lab works on cardiac regeneration and wound healing. His lab is also very active in the social sciences, specifically in the fields of gender disparity in the sciences and academic harassment. In addition to his academic postings, MMahmoudi is a cofounder and director of the Academic Parity Movement (a nonprofit organization); a cofounder of NanoServ, Targets' Tip and Partners in Global Wound Care; and a member of the Nanomedicine editorial board.

Academic bullying and diversity: challenges and solutions.

The academy remains disproportionally white despite decades of efforts to diversify the professoriate. Recruitment of faculty from underrepresented populations continues to challenge and little attention has been placed on retention. Bullying threatens all workplaces and is particularly insidious in higher education where the practice of tenure grants bad actors immunity from many corrective measures. Strategies and approaches summarized here have been proposed and should be adopted to provide a better workplace for all.

Exploring the Escalation Process of Academic Bullying: A Qualitative Study

Higher education in India is known to have a high incidence of workplace bullying, but less is known about the mechanisms of escalation. The present study pinpoints the elements of escalation and their characteristics within academic bullying. The thematic analysis of the data collected through semi￾structured in-depth interviews of twenty faculty members in private-unaided colleges across India, identified six common elements of escalation: trigger, resources assessment, reactance, rejection, helplessness and withdrawal. This study will help employers to establish more effective anti-bullying policies. Additionally, this study is one of the few attempts to address academic bullying in the Indian context.

The need for the development of discipline-specific approaches to address academic bullying.

SummaryBackgroundIt is now well-documented that academic bullying, mainly driven by power differences, affects all disciplines and academic people with various positions (from students to senior faculty) of all levels of experience. Our aim is to probe whether academic bullying, in its specific forms, manifests differently across disciplines.MethodsWe analyzed discipline-specific data from our global survey on academic bullying, which was collected since November 2019. The survey was a cross-sectional global study that was administered via Qualtrics. It reflects responses from 2122 individuals whose participation was solicited through various means including advertisements in Science and Nature magazines and the American Chemical Society.FindingsThe main finding is that academic bullying does not affect all scientific fields equally. Our cross-sectional global survey of targets of academic bullying indicates that bullying behavior depended strongly on the scientific discipline. Specifically, our comparison of the three major scientific categories, including Applied Sciences, Natural Sciences, and Social Sciences revealed significant differences (p < 0.05) in four (out of ten) of the contextual behaviors. Further comparison of the bullying behavior among specific disciplines (e.g., Chemistry, Engineering, Life Sciences, Neuroscience, and Social Sciences) revealed significant differences (p < 0.05) in five of the contextual behaviors. We also noticed that, among the top five disciplines analyzed, respondents in Engineering experienced the highest rate of bullying behaviors.InterpretationThe variation in contextual bullying behavior across disciplines suggests the need for specific and nuanced training, monitoring, and actions by stakeholders in addressing academic bullying in a context-specific manner.FundingNone.

Academic harassment: The need for interdependent actions of stakeholders.

Scientific stakeholders have a critical role in addressing academic harassment, defined as the repeated acts of discrimination, incivility, or various types of harassment and threats against a target, in a timely and effective manner. However, their limited coordinated actions created a safe environment for bullies to thrive in academia.1 Therefore, creating platforms including conferences2 to bring various stakeholders together to share their insights on addressing academic bullying is critical, as it seems an effective pathway to remove “power poisoning” at any level in our science backyard,1 As scholars of academic harassment, we propose the following steps in improving the crosstalk between stakeholders

Building Leadership Skills in Research Groups.

The academic research enterprise currently suffers from a culture of "academic bullying" and an unprecedented worldwide mental health crisis among trainees and faculty. These struggles, in part, result from a lack of leadership skills. Mental health, well-being, intrinsic motivation, and engagement at work are linked to three fundamental needs of self-determination: autonomy, competence, and relatedness. A great leader will first ensure they are meeting their own needs and, secondly, will support their team members in increasing their needs without decreasing autonomy. This article is a practical "how-to" guide for researchers at every stage of the academic career path. It distinguishes management from leadership and addresses three key leadership competencies related to the self-determination needs: 1. Increasing one's personal power as a foundation for autonomy, 2. building a culture of belonging and psychological safety to nurture relatedness, and 3. supporting and encouraging the need for competence by enabling people to self-evaluate performance and direct professional growth. © 2022 Wiley Periodicals LLC.

A Warning/A Call: The Spectacle of (In)Visibility in the Vernacular Response to DEI-A Work

This short piece was originally conceptualized as a response and support of a young tenure-track faculty-of-color who was experiencing academic bullying and threat of recrimination for her unwavering work in DEI-A (diversity, equity, inclusion, and antiracism) in an academic unit that claims to support the work of decolonizing its curriculum. But also, a unit in which some seemingly resist personal challenge and the necessary self-work that differentially inconveniences majority students and faculty. The response of resistance becomes the vernacular of dis-ease that interrupts DEI-A work in a liberal economy. This commentary, which extends beyond the place and space of this encounter, speaks to what might be national tensions between the cultural sustainability of privilege and cultural transformation for social justice. This piece also evidences the importance of academic administrators being able to articulate and strengthen their own commitments to DEI-A, to support faculty in the collective struggle of our academic and political defensive labor for social justice. This recognizing that none of us are immune to the sting of critique in defense of our convictions and that of our university values.

IMPACT OF WORKPLACE BULLYING ON THE ATTITUDE AND PERFORMANCE OF UNIVERSITY TEACHERS

Workplace Bullying is a form of cognitive extremism at work. It revealed in misbehavior, activities, and verbal remarks, often deceptive, used to destabilize the person. This behavior results in mental surrender. Bullying leads to the victim’s withdrawal from an institute. It often happens in the form of deleterious remarks, unjustified blame, and submitted abuses. It destabilizes the freedom of expression, isolate the victims, querying them personally and professionally, and deny their access to resources to perform their task. It threatens the victims’ health and make them insecure. The current study is designed to investigate the impact of workplace bullying on the attitude and performance of university teachers. One hundred teachers (38 males and 62 females) were selected randomly from a total of 700 faculty members. Data were collected with the help of self-developed instrument, Teachers Workplace Bullying Attitude and Performance Survey (TWBAPS) with Cronbach Alpha reliability .965. Mean, standard deviation, ANOVA and t-test were applied to analyze the results. There was a significant difference between male and female teachers’ attitude and performance. Female teachers were victimized by their colleagues and heads. They showed a more aggressive attitude and low performance. Male teachers showed more violent behaviors than females. It is recommended to stabilize the academic environment at university level by discouraging the negative attitude among faculty members. Key words: Academic bullying, aggressive attitude, teachers’ performance

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

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.