Chapter 18 Flaming the Faculty: Exploring Root Causes, Consequences, and Potential Remedies to the Problem of Instructor-Focused Uncivil Online Student Discourse in Higher Education

Wildermuth, Susan M.; Davis, Corey B.

doi:10.1108/s2044-9968(2012)0000005020

Cited by 20 publications

(17 citation statements)

References 19 publications

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“…In terms of workplace safety for faculty, although research focused on post-secondary workplace bullying is marginal (Keashly & Neuman, 2008;Keashly & Neuman, 2010;Lampman et al, 2009;Lewis, 2004;McKay, Arnold, Fratzl, & Thomas, 2008;Simpson & Cohen, 2004), some studies report that approximately 18% to 32% of post-secondary faculty members have experienced bullying (Hoel & Cooper, 2000;Keashly & Neuman, 2010;McKay et al, 2008). Further, while studies exploring cyberbullying towards faculty members have begun to emerge (Beran & Li, 2007;Clark et al, 2012;Lester, 2013;Minor, Smith, & Brashen, 2013;Nardone, 2010;Wildermuth & Davis, 2012), few studies have focused on student-to-faculty targeted cyberbullying (Eskey, Taylor, & Eskey, 2014;Minor et al, 2013). Notably, prior to cyberbullying specific research, reports of online aggression towards faculty members (e.g.…”

Section: Cyberbullying In Post-secondary Educationmentioning

confidence: 99%

Faculty Members' Experiences of Cyberbullying by Students at One Canadian University: Impact and Recommendations

Blizard¹

2015

IRHE

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This two-phase mixed methods study adopted online survey and individual interview questions to explore faculty members' experiences of cyberbullying by students at one Canadian university. Foucault's (1994) power relations theory was used to explore the power dynamic that can exist in the student-faculty relationship. The study found that cyberbullied faculty members were commonly female, over 40 years of age, English-speaking Canadian citizens, and held fulltime rank. Cyberbullying occurred namely via email, end-of-term faculty evaluation sites, and public polling sites (e.g. Ratemyprofessor.com), while students' dissatisfaction with grades was the most common precursor. Consistent with prior bullying and cyberbullying literature, this study also found that cyberbullied faculty members experienced detrimental effects, persisting from a few days to more than one year. The under-researched focus of this study advances existing workplace bullying and cyberbullying research by illuminating both the harmful implications of student-to-faculty cyberbullying, and the support measures deemed necessary by targeted individuals.

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Section: Cyberbullying In Post-secondary Educationmentioning

confidence: 99%

Faculty Members' Experiences of Cyberbullying by Students at One Canadian University: Impact and Recommendations

Blizard¹

2015

IRHE

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“…The broader literature also speaks to the issue of academic entitlement and incivility (both online and in person), which may lead to bullying, cyberbullying, and harassment (Boswell, 2012;Chowning & Campbell, 2009;Ciani, Summers, & Easter, 2008;Clark, Werth, & Ahten, 2012;Knepp, 2012;Kopp & Finney, 2013). When these issues are unaddressed or not adequately addressed, they can lead to disengagement, both for students and for faculty, low morale, stress, cynicism, depression, anxiety, decreased motivation, lower productivity, suicidality, and even violence in rare cases (Blizard, 2014;Celep & Konalki, 2013;Ciani et al, 2008;DeSouza, 2010;Hollis, 2012;Lampman, 2012;McKay et al, 2008;Wildermuth & Davis, 2012).…”

Section: Impactsmentioning

confidence: 99%

From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace

Faucher¹,

Cassidy²,

Jackson³

2015

Journal of Education and Training Studies

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As research advances in the areas of bullying, cyberbullying, and harassment in various sectors, it is a useful endeavour to consider the connections between research studies conducted in what may appear to be parallel spheres. In this paper, we examine the similarities and differences between research on bullying, harassment, and especially cyberbullying in the K-12, higher education, and general workplace sectors. First, we review the research literature on the nature and extent of these issues, taking into account variations in conceptual definitions, types of experiences, distinctions between different socio-demographic groups, underreporting, and prevalence rates. Next, we consider the range of impacts reported in the different areas. Finally, we examine the solutions proposed within each of these research literatures. Despite some contextual differences between the K-12, higher education, and workplace sectors, there are many commonalities among them in terms of the acts, impacts, and solutions, thus suggesting the need for a more concerted approach to these problems and a cross-pollination of ideas between the sectors for solutions.

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“…Information and communication technologies (ICT) permeate the post-secondary environment [ 7 , 8 , 9 , 10 ] and while its usage has brought many benefits, including improved communication and access to a wider range of learning materials and modalities, it has also resulted in a “rapid increase in uncivil online discourse” [ 11 ]. Email, for example, is a prime medium for cyberbullying [ 8 , 9 , 12 , 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

Cassidy

Faucher

Jackson

2017

IJERPH

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This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

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Chapter 18 Flaming the Faculty: Exploring Root Causes, Consequences, and Potential Remedies to the Problem of Instructor-Focused Uncivil Online Student Discourse in Higher Education

Cited by 20 publications

References 19 publications

Faculty Members' Experiences of Cyberbullying by Students at One Canadian University: Impact and Recommendations

Faculty Members' Experiences of Cyberbullying by Students at One Canadian University: Impact and Recommendations

From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

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