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The aim of this study was to understand how incivility is viewed across multiple academic programs and respondent subgroups where different institutional and cultural power dynamics may influence the way students and faculty perceive uncivil behaviors. This study used the Conceptual Model for Fostering Civility in Nursing Education as its guiding framework. The Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to gather self-assessment and personal perspective data regarding incivility in the higher education setting. This approach aspired to collect a comprehensive perspective of incivility in higher education. With data from 400 students and 69 faculty, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Faculty and students did agree that the solution to incivility may be found with the creation of a code of conduct that defines acceptable and unacceptable behavior, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions. Despite significant differences in participants’ perceptions of incivility, they shared common solutions. With a shared goal, faculty and students can work toward cultivating civility in higher education.

This study aims to better understand the perceptions and experiences related to incivility by students and faculty across multiple academic programs and respondent subgroups at a regional university in the southern United States. The study used a thematic analysis to examine student and faculty responses to three qualitative questions that focused on their perceptions of recent experiences and primary causes of incivility in higher education. Clark’s ( 2007 , revised 2020) Conceptual Model for Fostering Civility in Nursing Education and Daniel Goleman’s ( 1995 ) Emotional Intelligence domains were used to give meaning and context to the study findings. For this group of respondents, the study found that incivility in higher education between faculty, students, and faculty and student relationships remain pervasive. Despite the global pandemic and social unrest occurring during the study period, these behaviors did not coalesce around a specific subgroup. Both faculty and students agreed that relationship management with a keen focus on communication could mitigate academic incivility. These findings can inform educators, students, and future researchers in planning meaningful interventions that address incivility in higher education. A relational approach centered on communication skill-building is needed to combat the persistent issue of incivility in higher education.

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Born in Margate, England, the illegitimate daughter of British multi-millionaire Sir John Ellerman, Bryher resisted gender and marriage conventions throughout her life. Best known as the lifelong same-sex partner of H. D., Bryher also served as a major patron, funder, and advocate of modernism in literature, film, politics, and psychoanalysis. She founded/co-founded three presses, a film production company, and two magazines, Close Up (1927–1933) and Life and Letters Today (1935–1950). Her works include two memoirs, two poetry collections, five non-fiction books, four films, and sixteen autobiographical or historical novels which explore gender roles and issues of national and international upheaval and progress. In 1933, Bryher published ‘What Shall You Do in the War?’ then directly assisted 105 refugees, many psychoanalysts, from Nazi rule.