Bullying in any context adversely affects individuals and organizations. Although bullying is typically conceived of as an issue specific to children in schoolyards, adult bullying is widespread, and the literature on workplace bullying continues to emerge as a scholarly focus. More specifically, academic bullying in higher-education institutions has been identified as an area of particular interest. Considerable literature exists that addresses definitions, characteristics, and effects of faculty bullying; however, the literature is scant regarding effective practice and policy that explicitly aim to prevent academic bullying. Furthermore, although this is a topic often discussed informally on university campuses, it does not appear to be addressed explicitly in formalized institutional policies. In this manuscript, the authors provide the findings of the initial stages of a content analysis aimed at exploring extant policy at public doctoral-granting universities. Implications and recommendations for policy development based on the results of this policy review are provided.
Karen S. Meaney and Sonya L. Armstrong
Emma Kavanagh, Chelsea Litchfield, and Jaquelyn Osborne
abuse is intimately entangled with the working life of the victim it becomes “a form of workplace harassment and/or economic vandalism” (p. 575). The experience of gender-based violence online can cause embodied harm to the recipient, and overwhelmingly, women in the media, or those with public profiles
Elizabeth A. Taylor and Amanda Paule-Koba
environment in which bullying, hazing, and workplace harassment thrive” (p. 624). Finally, research has found male intercollegiate student athletes to be more prone to sexually aggressive attitudes than their nonathlete peers ( Young, Desmarais, Baldwin, & Chandler, 2017 ), with some studies suggesting