scholarly journals Lessons from Bandura’s Bobo Doll Experiments: Leadership’s Deliberate Indifference Exacerbates Workplace Bullying in Higher Education

10.28945/4426 ◽  
2019 ◽  
Vol 4 ◽  
pp. 085-102 ◽  
Author(s):  
Leah P Hollis
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Workplace Bullying ◽  
Research Question ◽  
Future Research ◽  
Central Research ◽  
Data Set ◽  
Qualitative Approaches ◽  
Chi Square Analysis ◽  
Deliberate Indifference

Aim/Purpose: The purpose of this paper is to apply Albert Bandura’s findings of the Bobo Doll experiments to organizational behavior and workplace bullying in higher education. The Bandura social psychological experiments confirm that people who see aggression also need to witness an intervention to aggression to learn that the organization does not welcome aggression in their work environment. Background: By applying the Bandura experiment, the researcher shows how leadership can intervene to stop organizational aggression and abuse. Without leadership intervention, workplace bullying continues in higher education. Methodology: The researcher used a data set of 730 higher education professionals. The central research question: RQ Which personnel, bullied or not bullied, are more likely to report that no intervention was demonstrated in the organization’s response to reports of workplace bullying on campus? A chi-square analysis was used to examine if organizational inaction was more likely to lead to workplace bullying. Contribution: The application of the Bobo Doll experiments confirms that workplace aggression is either curtailed or proliferates based on leadership’s intervention to stop aggression in higher education. This social psychology approach contributes to the literature on workplace bullying in higher education about the need for leadership to intervene and stop bullying behaviors. Findings: Those who reported organizational apathy, that is the “organization did nothing” were more likely to face workplace bullying in higher education at a statistically significant level, .05 level (χ2 (1, n = 522) = 5.293, P = 0.021). These findings align with Bandura’s theoretical approach that an intervention is needed to curtail aggression and workplace bullying. Recommendations for Practitioners: Organizational leadership should consider 360 evaluations, ombudsmen, and faculty oversight committees to collect data and intervene in workplace bullying problems on campus. Recommendation for Researchers: Researchers can further examine how leadership engagement and intervention can curtail costly and corrosive workplace bullying in higher education. Impact on Society: These findings confirm that workplace bullying will not just disappear if left unattended. Empirical data confirms that leadership apathy, or deliberate indifference, to interventions only enable aggression and bullying in the workplace. Future Research: Future research projects can include qualitative approaches to discover what values encourage leaders to intervene in workplace bullying.

scholarly journals The Abetting Bully: Vicarious Bullying and Unethical Leadership in Higher Education

10.28945/4255 ◽  
2019 ◽  
Vol 4 ◽  
pp. 001-018 ◽  
Author(s):  
Leah P Hollis
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Workplace Bullying ◽  
The United States ◽  
Future Research ◽  
Work Culture ◽  
American Higher Education ◽  
International Attention ◽  
Unethical Leadership ◽  
Chi Square Analysis

Aim/Purpose: The purpose of this paper is to examine the phenomena of vicarious bullying, or an abetting bully, when a bully’s subordinate is used to inflict abuse on the target. This study examines who is most affected by this multi-faceted organizational abuse in American higher education. Background: Workplace bullying has received international attention. Recent studies in the United States have focused on workplace bullying in higher education. However, workplace bullying emerges from an elaborate social structure. This research article brings the unique perspective of vicarious bullying for analysis. Methodology: A data collection from 729 American higher education professionals was used to answer the following three research questions which were addressed in this study: RQ1: What is the overall prevalence of vicarious bullying in American higher education? RQ2: What is the likelihood of experiencing vicarious bullying in American higher education based on gender? RQ3: What is the likelihood of experiencing vicarious bullying in American higher education based on a woman’s race? A chi-square analysis was used to examine which demographic groups are more susceptible to vicarious bullying. Contribution: This article expands the literature on workplace bullying in American higher education by considering how unethical leadership can contribute to and inspire abetting and vicarious bullies who are enabled to maintain the toxic work culture. Findings: This article expands the literature on workplace bullying in American higher education by considering how unethical leadership can contribute to and inspire abetting and vicarious bullies who are enabled to maintain the toxic work culture. Recommendations for Practitioners: Vicarious bullying occurs when the organization fails to curtail managerial abuse. The result is higher turnover for women employees. Working with chief diversity officers and EEO officials can develop policies that stifle this behavior. Recommendation for Researchers: While workplace bullying has gained international attention, the organizational behavior of vicarious bullying is a unique organizational perspective that warrants further study. Impact on Society: Data confirm that women are more likely to leave their organizations to avoid workplace bullying. Women’s departures weaken an organization when they take their insight and knowledge with them. Future Research: Future research can consider the relationship between ethical leadership at the department level and executive level of higher education, and how that might have an impact on the prevalence of workplace bullying.

Higher Education Graduate Outcomes and Destinations

Education ◽  
2020 ◽  
Author(s):  
Edith Braun ◽  
Julia-Carolin Osada ◽  
Kristina Walz
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Knowledge Society ◽  
International Comparisons ◽  
Future Research ◽  
Access To Higher Education ◽  
Data Set ◽  
Direct Measurements ◽  
Research Initiatives ◽  
The Relationship

Research in higher education graduate outcomes is a somewhat up-and-coming area of scientific interest. Since the new millennium, research has focused on examining the relationship between higher education, society, and the world, and on higher education as a response to demographic change and the demands of the knowledge society. During the last years, some scientists have concentrated on making international comparisons. Because there are not many international surveys, however, most employ the same data set. Research conducted with direct measurements of outcomes that go beyond self-reports based on questionnaires is rare. This article begins with an overview of international research initiatives. It then categorizes research as outcomes of higher education. There is a lot of conceptual research on frameworks of assessing learning outcomes, and outcomes are understood as learnable skills. Furthermore, outcomes of higher education can also be individual and societal returns. Next, this article presents results of research on higher education graduates’ destinations in terms of transitions and demands. Publications on transitions include the process of transitions as well as travel or study abroad that takes place during higher education. Investigations on professional demands include research on graduates ability to meet the requirements of the labor market as well as on graduates’ employability. All publications have in common the understanding of outcomes as benefits acquired through higher education. There is an impressive amount of evidence from different countries and regions that suggests that higher education has a positive impact on individual, societal, and economic outcomes. Because of its obvious advantages, more people than ever want access to higher education. We identified research mainly from Europe and North America. However, research on higher education has clearly made major headway worldwide; and publications, especially from less visible countries, are expected to contribute to future research on outcomes and destinations of higher education.

Social Stratification in Higher Education

2009 ◽  
Vol 111 (10) ◽  
pp. 2347-2384 ◽  
Author(s):  
Eric Grodsky ◽  
Erika Jackson
Keyword(s):  
Higher Education ◽  
Social Stratification ◽  
Research Question ◽  
Behavioral Model ◽  
Future Research ◽  
Data Sets ◽  
Behavioral Theories ◽  
Past Half Century ◽  
The Relationship ◽  
Background Context

Background/Context Over the past half century, scholars in a variety of fields have contributed to our understanding of the relationship between higher education and social stratification. We review this literature, highlighting complementarities and inconsistencies. Purpose/Objective/Research Question/Focus of Study We situate our review of the literature on inequality and higher education in the context of a behavioral model of postsecondary participation that takes into account the actions of both students and institutions. Conclusions/Recommendations We recommend that researchers continue to engage in cross-disciplinary dialogues around challenges in postsecondary research and policy, advocate for an increase in the use of experimental designs, and encourage the development of linkages across administrative data sets. We also recommend that future research improve the alignment among behavioral theories, proposed interventions, study design, and analytic techniques.

Building Bridges for Student Success: Are Higher Education Articulation Policies Effective?

2009 ◽  
Vol 111 (10) ◽  
pp. 2444-2478 ◽  
Author(s):  
Josipa Roksa
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Research Question ◽  
State Level ◽  
Future Research ◽  
Individual Level ◽  
Level Data ◽  
Transfer Success ◽  
Bachelor's Degree Attainment ◽  
Education Performance

Background/Context Although the importance of facilitating transfer from community colleges to 4-year institutions is almost universally accepted, there is little consensus on how to measure transfer success or evaluate policies aimed at assisting students in making this educational transition. Despite the increasing attention on transfer in recent decades, the most fundamental types of questions, such as whether community colleges are successful at facilitating transfer and bachelor's degree attainment and whether articulation policies are effective, lack satisfactory answers. Purpose/Objective/Research Question/Focus of Study I describe challenges associated with current endeavors to facilitate and measure transfer success, attempt to resolve some of the inconsistencies in previous research on articulation policies, and illuminate promising paths for the future. Research Design The manuscript begins with a synthesis of previous research, including different definitions of transfer success and articulation policies. I then analyze state-level and individual-level data to examine the effectiveness of articulation policies using these distinct definitions. Finally, I draw on descriptive information from various higher education systems to illustrate the variety of strategies adopted to facilitate transfer, and I suggest potential explanations for why statewide articulation policies may not appear effective. Conclusions/Recommendations The current state of knowledge and data collection efforts make it impossible to provide definitive answers regarding the effectiveness of articulation policies in higher education. I conclude with recommendations for improving future research and policy regarding this crucial transition in higher education, including collecting and sharing data (with collaboration between higher education institutions and state and federal governments), clearly defining goals of articulation policies and evaluating them accordingly, and developing a consistent set of definitions and measurements of transfer success. I suggest that these recommendations can be implemented by building on existing systems of collaboration and coordination in higher education. The 2/4 community college-baccalaureate transfer function is one of the most important state policy issues in higher education because its success (or failure) is central to many dimensions of state higher education performance, including access, equity, affordability, cost effectiveness, degree productivity, and quality. Wellman, 2002, p. 3

scholarly journals Challenges of Immediate Transition to e-Learning

2021 ◽  
Vol 10 (2) ◽  
pp. 84-107
Author(s):  
Monja Pust ◽  
Annmarie Gorenc Zoran
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Research Question ◽  
Educational Process ◽  
Future Research ◽  
Educational Approach ◽  
Professional Literature ◽  
Short Cycle ◽  
Starting Point ◽  
E Learning

Research Question (RQ): What challenges did students recognize in the sudden transition to e-learning due to the outbreak of COVID-19? Which suggestions facilitated in the improvement of implementing e-learning and to what extent did the students think that following their recommendations contributed to better e-learning? Purpose: With the research, we wanted to determine what challenges students at higher vocational schools perceived during the e-learning process. Due to the sudden appearance of COVID-19, the educational approach swiftly changed, and both teachers and students were faced with many challenges. Method: Content analysis was used on domestic and international research studies. The literature was reviewed and analyzed using keywords. For the empirical research, we collected data by surveying students from the southeastern part of Slovenia in seven different short cycle higher education programs. The questionnaire was designed based on self-evaluation reports and previously analyzed professional literature dealing with this area. Results: Results are depicted based on the challenges that students faced in the sudden onset of e-learning due to the pandemic. By following recommendations provided by students, teachers were able to improve their e-learning approach, in which everyone was involved, and thus facilitated the learning process. Organization: The results of the research enable schools to implement the identified challenges that students perceived during the educational process to improve e-learning. The research findings portray a possible answer on what needs to be improved in e-learning and how to adapt approaches in a way that is tailored to the student. Society: Recognizing students’ e-learning challenges is the foundation for improving the entire e-learning process, which contributes to better achievement of educational goals and greater contribution of knowledge to society. Originality: Several studies on e-learning have already been conducted, but we have not found any that address the challenges posed by short cycle higher education students in the face of the immediate and unexpected introduction of e-learning due to the global health situation. Limitations/Future Research: We have limited ourselves to research that has already been conducted in this area. The resulting questionnaire was created as a pilot survey on a larger sample to determine reliability and to obtain a starting point for implementing improvements in practice and the possibility of further testing on an even larger number of students. The research also offers a starting point for the preparation of a questionnaire intended for higher education teachers who already have conducted e-learning.

scholarly journals Departmental leadership and peer pressure on academic research performance at universities in emerging countries: An empirical study in Vietnam

2021 ◽  
Vol 18 (6) ◽  
pp. 119-138
Author(s):  
Ngoc Nguyen ◽  
◽  
Long Pham ◽  
Susie Cox ◽  
Nhuong Bui ◽  
...  
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Leadership Behaviors ◽  
Research Performance ◽  
Academic Research ◽  
Peer Pressure ◽  
Future Research ◽  
Department Heads ◽  
Factors Affecting ◽  
The Impact

Research performance of lecturers in higher education institutions has become an important topic but many variables are still largely unexplored in current literature. The main objective of this study is to examine the impact of four leadership behaviors of department heads and coworkers on the lecturers’ research performance and the moderating effects of achievement value. A survey was conducted with a sample of 408 Vietnamese lecturers at economics and business management focused universities. Our findings contribute to the literature of job performance in higher education from an organizational behavior perspective by explaining the mid-level impacts of departmental factors affecting research performance. We also discuss potential implications and make recommendations for future research.

scholarly journals The influence of trust, communication and commitment on ethical behavior in universities: a case of South Africa

2017 ◽  
Vol 15 (2) ◽  
pp. 266-276
Author(s):  
Babatunde Adedeji Popoola ◽  
Elizabeth Chinomona
Keyword(s):  
South Africa ◽  
Organizational Behavior ◽  
Ethical Behavior ◽  
Empirical Test ◽  
Future Research ◽  
Gauteng Province ◽  
Data Set ◽  
Test Of Hypotheses ◽  
Managerial Implications ◽  
Behavior Theories

This study examines the influence of trust, communication and commitment, that have on ethical behavior in universities in the Gauteng province of South Africa. Three hypotheses are posited in this research. The empirical test of hypotheses based on a sample data set of 450 respondents from universities in the Gauteng province of South Africa was provided. IBM SPSS statistics 24.0 and IBM SPSS Amos 24.0 software were used to analyze the data. The results indicate that trust, communication and commitment positively influence ethical behavior in universities. Drawing from the study’s findings, managerial implications are discussed and limitations and future research directions are suggested. This study contributes new knowledge to the existing body of ethical behavior literature and organizational behavior theories in Africa.

Method Tutorial

2021 ◽  
pp. 239-254
Author(s):  
Renee M Cloutier ◽  
Kinsie J Dunham ◽  
Bryan Cochran ◽  
Heidemarie Blumenthal
Keyword(s):  
Negative Affect ◽  
Sexual Minority ◽  
Real World ◽  
Peer Rejection ◽  
Research Question ◽  
Emerging Adult ◽  
Collective Impact ◽  
Future Research ◽  
Central Research ◽  
And Gender

Utilizing sensitive methodology for gender and sexual minority (GSM) individuals is important across all psychological fields. This tutorial provides tangible recommendations for non-experts, offers a “real-world” example of issues that might arise, informs researchers how to make theoretically/methodologically rigorous decisions when (not if) they arise, and discusses the collective impact of GSM identities on the central research question. It presents exploratory comparisons on acute affective responding between community-recruited adolescent (aged 15–17 years) and emerging adult (aged 18–25 years) cisgender and gender minority (GM) participants exposed to simulated peer rejection. These data provide points of divergence (e.g., GM participants had higher negative affect at the first assessment) and convergence (e.g., all participants reported greater negative affect post-rejection) that have implications for future research.

scholarly journals Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

10.28945/4005 ◽  
2018 ◽  
Vol 13 ◽  
pp. 193-210
Author(s):  
Christina W. Yao ◽  
Louise Michelle Vital
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Self Reflection ◽  
Research Activities

Aim/Purpose: Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher education. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts. Background: Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research? Methodology: We utilized qualitative inquiry to answer the study’s research question. In-depth, semi-structured interviews were conducted with 22 participants representing 11 higher education doctoral programs in the United States. Contribution: This study provides insight on how U.S. doctoral students reflect on their researcher reflexivity as emerging international researchers utilizing three types of reflexivity as outlined by the conceptual perspectives that frame this study: introspection, social critique, and discursive deconstruction Findings: Most participants believed that self-reflection is a critical component of reflexivity in international research. Several participants demonstrated an awareness of the privilege and power they bring to their international research based on their identities as Western-trained researchers. Participants utilized different forms of self-reflection when collecting, analyzing, and interpreting their data in order to ensure that the voices of their participants were appropriately represented in their research Recommendations for Practitioners: Our recommendations for graduate preparation programs include helping doctoral students to understand reflexivity as both a research concept and an applied practice in international context. Recommendation for Researchers: We recommend that novice researchers learn how to incorporate reflexive practices when conducting research because as emerging scholars they can have a better sense of how who they are and how they think about research influences their research activities. Impact on Society: Implications from this study affect Western-based education programs that seek to internationalize curriculum and research priorities. Future Research: In terms of next steps, we recommend research that explores how faculty train doctoral students to participate in the global contexts of educational research.

How Do Effective Upper Elementary Teachers of English Language Learners Show Support?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-42
Author(s):  
Holland W. Banse ◽  
Natalia A. Palacios ◽  
Anna Martin
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Upper Elementary ◽  
Comparative Case Study ◽  
Future Research ◽  
Data Set ◽  
Latino Ells

Background/Context Latino English language learners (ELLs) comprise a rapidly growing portion of the student population, and much empirical attention has been devoted to supporting their English language and literacy proficiency. Less is known about how to support Latino ELLs’ social-emotional needs. Latino ELLs face the dual challenge of learning English and academic content simultaneously; they also may face stigma, anti-immigration sentiment, and deficit perspectives from teachers and peers. Consequently, they may be in especial need of support from their teachers. Research Question This study addresses the question, How do effective teachers show support within upper elementary classrooms with varying levels of English language proficiency? Research Design We employed a multiple and comparative case study approach to answer this question, using videotaped English language arts lessons from the Measures of Effective Teaching data set. We compared how teachers demonstrate supportiveness in three types of fourth- and fifth-grade classrooms: (1) high-ELL and high-gains; (2) no-ELL and high-gains; and (3) high-ELL and low-gains. Conclusion/Recommendations We observed that only high-ELL, high-gains teachers showed supportiveness in the following distinct ways: through contingent and effusive praise, by describing the relevance of content, and by advancing relationships with students. We discussed why these demonstrations of supportiveness may be important, particularly for Latino ELLs. We conclude with ideas for future research and practical implications for teachers and teacher preparation programs.

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