Workplace Bullying in Academia: A Conditional Process Model

Abstract

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.

A review of research trends in the bullying of higher education employees, 2012–2022

“…The foci of the included Figure 2 Frequency distribution of the year of publication of reviewed articles studies were varied. Six of the studies focused on different things that could contribute to or shape the bullying experience, such as gender, group identification or psychosocial factors (Anjum and Muazzam, 2018;Badenhorst and Botha, 2022;Bjo ¨rklund et al, 2021;Glambek et al, 2020;Goodboy et al, 2022;Hodgins and McNamara, 2017). Five of the studies looked into effects of bullying on various factors (e.g.…”

“…Authors made use of questionnaires ( n = 13), interviews ( n = 4) and content analysis ( n = 1). Not every study used a previously developed and validated measure, though 11 did (Anjum and Muazzam, 2018; Anjum and Muazzam, 2019; Anjum et al , 2019; Badenhorst and Botha, 2022; Björklund et al , 2021; Coyne et al , 2017; Erkutlu and Chafra, 2014; Giorgi, 2012; Glambek et al , 2020; Goodboy et al , 2022; Malik and Björkqvist, 2019). The most frequently used measure was the Negative Acts Questionnaire – Revised (Badenhorst and Botha, 2022; Coyne et al , 2017; Erkutlu and Chafra, 2014; Giorgi, 2012; Glambek et al , 2020; Goodboy et al , 2022).…”

“…Not every study used a previously developed and validated measure, though 11 did (Anjum and Muazzam, 2018; Anjum and Muazzam, 2019; Anjum et al , 2019; Badenhorst and Botha, 2022; Björklund et al , 2021; Coyne et al , 2017; Erkutlu and Chafra, 2014; Giorgi, 2012; Glambek et al , 2020; Goodboy et al , 2022; Malik and Björkqvist, 2019). The most frequently used measure was the Negative Acts Questionnaire – Revised (Badenhorst and Botha, 2022; Coyne et al , 2017; Erkutlu and Chafra, 2014; Giorgi, 2012; Glambek et al , 2020; Goodboy et al , 2022). Quantitative studies had sample sizes ranging from 141 to 2,384, whereas the sample sizes of qualitative studies ranged from 7 to 20 (see Table 2).…”

“…Research questions are about the effect of various factors on the prevalence/severity/experience of bullying. In fact, this type of question was present in seven of the included studies (Anjum and Muazzam, 2018; Badenhorst and Botha, 2022; Björklund et al , 2021; Glambek et al , 2020; Goodboy et al , 2022; Qi et al , 2022; Spagnoli et al , 2017). Four studies asked questions about mediating or moderating effects on the bullying experience or its outcomes (Anjum et al , 2019; Erkutlu and Chafra, 2014; Malik and Björkqvist, 2019; Qi et al , 2022), and three asked about the outcomes themselves (Malik and Björkqvist, 2019; Coyne et al., 2017; Giorgi, 2012).…”

“…Additionally, ethical leadership makes bullying less likely by increasing psychological safety and psychological contract fulfillment (Erkutlu and Chafra, 2014). A supportive boss can counteract a number of negative workplace factors and facets of organizational climate to reduce bullying prevalence (Goodboy et al , 2022).…”