This chapter was designed to explore mobbing and bullying within higher education. This chapter per the researchers revealed the theoretical framework, the schema of people making versus bullying and mobbing, as well as differentiating between bullying and mobbing. Moreover, an array of examples of types of dark leadership and toxicity was provided. Furthermore, the researchers felt it was imperative to include the organizational culture applied to bullying and mobbing, in addition to the emphasis of counterproductive behavior. Also, the physiological and psychological impact on individuals under that leadership was provided as well as bullying and mobbing case studies. Preventative measures of bullying and mobbing within all levels was discussed and included a solution such as the TSTL survey created by Dr. David B. Ross. Lastly, a conclusion was provided.

The purpose of this chapter is to examine how servant-centered leadership should align with the values of higher education institutions than other forms of leadership. Servant leadership follows a value system, ethical philosophy, rather than a standard set of leadership practices. This chapter explores adult education and leadership-power philosophies, the historical perspective of leadership and management, followed by literature of servant leadership and toxic leadership. In addition, crises of higher education were discussed as well as the need to remedy a toxic culture toward servant-centered environment and that institutions of higher education must be the proactive educators. The researchers concluded that in order for an academic institution to thrive, the utilization and implementation of servant-centered leadership is paramount. It is also equally critical to teach students the philosophy of servant leadership so they in turn can give back to their communities.

Educators are faced with an important issue as it pertains to academic writing and research. There are many studies on academic dishonesty and cheating at all levels of education. Administrators and faculty in education need to be aware of the entrepreneurial gravity of this scheme and be proactive in communication by informing all stakeholders to develop policies to this academic epidemic. This article will also research the motives of academic dishonesty, deep web schemes to defraud, avoidance of criminal prosecution, and non-conventional intellectual warfare while making recommendations for internal change and reform. The purpose of this article is to enlighten practitioners and researchers to include students and educational administrators about the growing concern of plagiarism, unintentional plagiarism, defrauding funding sources, governmental agencies, educational institutions, perspective employers, and affixing serious long-term consequences and liability to participants and placing a negative stigma on brand reputation and further stress on academia.

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