"I Love the Work, but I Hate My Job": A Critical Narrative Inquiry on Academic Bullying Among Faculty at Four-Year Institutions- [electronic resource]
"I Love the Work, but I Hate My Job": A Critical Narrative Inquiry on Academic Bullying Among Faculty at Four-Year Institutions- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101250
- ISBN
- 9798379741891
- DDC
- 378
- 서명/저자
- I Love the Work, but I Hate My Job: A Critical Narrative Inquiry on Academic Bullying Among Faculty at Four-Year Institutions - [electronic resource]
- 발행사항
- [S.l.]: : The University of Wisconsin - Madison., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(145 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Wang, Xueli.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Hostile work environments in the U.S. have been long examined, beginning with the pioneering work of Carroll Brodsky (1976), which produced the idea of workplace bullying. Academic bullying, a term that derived from the concept of broader workplace bullying, is situated specifically within the academic work environment. While academic bullying has gained attention over the last two decades, there is still a paucity of research that investigates bullying within the ivory tower, and the effects it has on faculty. Furthermore, researchers have found that bullying is almost three times as likely to occur in educational spaces as compared with other professional settings (Gupta et al., 2017). This study sought to understand the lived experiences of faculty who have encountered academic bullying at four-year institutions, how these experiences impact their work and personal lives, and how power dynamics and institutional failure contribute to these experiences. Guided by the theory of social closure and engaging critical narrative inquiry, findings reveal that faculty of color are often targets of bullying based on their minoritized identities, and that academic bullying often stems from an abuse of power from those with social privileges and positional power. The results are of critical importance to university leadership, including provosts and academic deans, as well as department chairs and faculty in an effort to retain exceptional talent and reduce workplace violence.
- 일반주제명
- Higher education.
- 일반주제명
- Educational leadership.
- 키워드
- Academia
- 키워드
- Bullying
- 키워드
- Faculty
- 키워드
- Workplace
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aParrish, Walter P., III.
■24510▼a"I Love the Work, but I Hate My Job": A Critical Narrative Inquiry on Academic Bullying Among Faculty at Four-Year Institutions▼h[electronic resource]
■260 ▼a[S.l.]:▼bThe University of Wisconsin - Madison. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(145 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: Wang, Xueli.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aHostile work environments in the U.S. have been long examined, beginning with the pioneering work of Carroll Brodsky (1976), which produced the idea of workplace bullying. Academic bullying, a term that derived from the concept of broader workplace bullying, is situated specifically within the academic work environment. While academic bullying has gained attention over the last two decades, there is still a paucity of research that investigates bullying within the ivory tower, and the effects it has on faculty. Furthermore, researchers have found that bullying is almost three times as likely to occur in educational spaces as compared with other professional settings (Gupta et al., 2017). This study sought to understand the lived experiences of faculty who have encountered academic bullying at four-year institutions, how these experiences impact their work and personal lives, and how power dynamics and institutional failure contribute to these experiences. Guided by the theory of social closure and engaging critical narrative inquiry, findings reveal that faculty of color are often targets of bullying based on their minoritized identities, and that academic bullying often stems from an abuse of power from those with social privileges and positional power. The results are of critical importance to university leadership, including provosts and academic deans, as well as department chairs and faculty in an effort to retain exceptional talent and reduce workplace violence.
■590 ▼aSchool code: 0262.
■650 4▼aHigher education.
■650 4▼aHigher education administration.
■650 4▼aEducational leadership.
■653 ▼aAcademia
■653 ▼aBullying
■653 ▼aFaculty
■653 ▼aWorkplace
■690 ▼a0745
■690 ▼a0446
■690 ▼a0449
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933466▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
