Document Type : Original Article
Authors
1 Department of Educational Administration, Farhangian University, Tehran, Iran
2 Department of Mathematics Education, Farhangian University, Tehran, Iran
3 Department of Theology Education, Farhangian University, Tehran, Iran
Abstract
One form of academic bullying is the mistreatment of a faculty member by one or more of their fellow faculty members. The present study aimed to identify the dimensions, components, and indicators of faculty-to-faculty bullying in academic environments from the perspective of female faculty members. The research adopted a qualitative approach, utilizing the classical grounded theory strategy. The potential participants consisted of female faculty members from universities and higher education institutions. Using theoretical sampling and based on the principle of theoretical saturation, 11 female faculty members were selected as research participants. Data were collected through unstructured interviews. To ensure the credibility of the findings, participant feedback (member checking) and analytical triangulation were employed. Data analysis was conducted through open, axial, and selective coding. The analysis of the interviews led to the emergence of 104 open codes, which were categorized during axial coding into 28 subcategories and 7 main categories. The identified main categories included: academic–instructional bullying, administrative–social injustice, attempts to undermine, controlling and domineering behavior, sexual harassment, irrational perceptions and obstruction, interference, and factionalism. Finally, these categories were subsumed under the selective code of “multi-layered and multi-faceted instrumentalization.” These findings can contribute to raising awareness within the academic community about manifestations of misconduct toward colleagues, as well as amplifying the concerns of female faculty members regarding their interactions with colleagues.
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