Workplace bullying is a phenomenon that appears widely in research literature in a variety of disciplines. The review found that a concise definition for workplace bullying was not available in the literature and in the United States there was a lack of federal legislation addressing workplace bullying. This integrative review reports that bullying is categorized as work related, personal, and physical/threatening. These behaviors occurring in the workplace negatively impact both the individual and organization. Outcomes to individuals are viewed in terms of impacting work, health (physical and emotional), and affective domains such as motivation. Negative organizational impacts of workplace bullying are classified in terms of cost, productivity, reputation, legal issues, and organizational culture. This review suggests methods that HRD professionals can implement to help individuals and organizations reduce workplace bullying. Suggestions are provided for future empirical research for HRD professions in relation to workplace bullying.

The purpose of this study was to determine the factors that explain the research productivity of agricultural education faculty in colleges and universities. In this study, publications in refereed journals were used as a surrogate for research productivity. The study described the research productivity of agricultural education faculty, their perceptions of the organizational culture that exists in their department to support research productivity, and their self-assessment of their research competency. The population for the study included all full-time, professorial rank faculty employed by colleges and universities in the United States that offered agricultural education. In general, an organizational culture and support for research exists in the departments where the faculty work. The faculty have confidence in their ability to conduct research and reject statements that contain concerns about conducting research. The regression analysis revealed that three variables explained 50% of the variance in research productivity. These variables included number of doctoral students advised to completion in the last five years, faculty members' perceptions of their research confidence, and the number of graduate assistant hours allocated to the faculty member. The variables that did not explain a significant proportion of the variance were percent of the faculty member's time allocated to research, salary, organizational culture and support of research, age, gender, rank, number of master's students advised to completion in the last five years, and number of years they had held a tenure track position.

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This experiment sought to examine the equivalence of online and paper and pencil testing methods as related to student performance in a computer technology course. Test score and completion time were the dependent variables that were used to assess students' performance. The study utilized a quasi-experimental design. Test scores were not significantly different on the variables of pretest, age, class standing, ethnicity, and gender. The findings showed that test scores were equivalent in both groups; however, time to complete the test was significantly different between the groups. The online testing group completed the test in less time than the paper and pencil group. The exploration of class standing did reveal that freshmen were the only group that took significantly less time to complete the online test. The study supports the online test method did not effect score as result of age, class level, and gender.