Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education

Simpson, Ruth; Cohen, Claire

doi:10.1111/j.1468-0432.2004.00227.x

Cited by 127 publications

(144 citation statements)

References 45 publications

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“…At work, there is considerable scope for subtle and covert tactics of leadership that can lead to ambiguity in terms of the attributions of the witnesses (Leymann 1990), and specific scenarios that are perceived to warrant intervention may not be as easily identifiable as in other bystander studies (Ryan and Wessel 2012). Consequently, many incidents of work-related bullying can be misinterpreted as strong or negative management (Simpson and Cohen 2004). Additionally, work-related acts are seen as more acceptable than personal abuse (Escartín et al 2009) and physical bullying across cultures (Power et al 2013), and more subtle by human resource professionals (Fox and Cowan 2014).…”

Section: Bystander Behaviour and Type Of Bullyingmentioning

confidence: 99%

Bystander Responses to Bullying at Work: The Role of Mode, Type and Relationship to Target

Coyne

Gopaul²,

Campbell

et al. 2017

J Bus Ethics

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Framed within theories of fairness and stress, the current paper examines bystanders' intervention intention to workplace bullying across two studies based on international employee samples (N = 578). Using a vignettebased design, we examined the role of bullying mode (offline vs. online), bullying type (personal vs. work-related) and target closeness (friend vs. work colleague) on bystanders' behavioural intentions to respond, to sympathise with the victim (defender role), to reinforce the perpetrator (prosecutor role) or to be ambivalent (commuter role). Results illustrated a pattern of the influence of mode and type on bystander intentions. Bystanders were least likely to support the victim and more likely to agree with perpetrator actions for cyberbullying and work-related acts. Tentatively, support emerged for the effect of target closeness on bystander intentions. Although effect sizes were small, when the target was a friend, bystanders tended to be more likely to act and defend the victim and less likely to reinforce the perpetrator. Implications for research and the potential for bystander education are discussed.

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Section: Bystander Behaviour and Type Of Bullyingmentioning

confidence: 99%

Bystander Responses to Bullying at Work: The Role of Mode, Type and Relationship to Target

Coyne

Gopaul²,

Campbell

et al. 2017

J Bus Ethics

View full text Add to dashboard Cite

show abstract

“…Research carried out on emotional intelligence includes that associated with stress, burnout, discrimination, and bullying (Kinman et al, 2006;Lewis, 2004;O'Boyle, 2001;Simpson and Cohen, 2004). Emotional intelligence can also be influential in helping teachers cope with stressful experiences (Nelson et al, 2006;Selva and Loh, 2008).…”

mentioning

confidence: 99%

The Relationship between Emotional Intelligence and Well-Being in Academic Employees

Bowen¹,

Pilkington²,

Rose³

2016

International Journal of Social Science Studies

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The aim of this study is to investigate the relationships between emotional demands, emotional intelligence and perceived stress in a sample of academic employees. The sample size of 100% (N =533) includes the following: 45.8% (N = 244) are male with a mean age of 48.78 (SD = 10.9) and median of 49; and 54.2% (N = 289) are female with a mean age of 47.29 (SD = 9.78) and median of 48. All academics work for universities in different countries around the world.Instruments associated with managing emotions (Trait emotional intelligence questionnaire-short form, TEIQue-SF) and perceived stress scale (PSS) are used in this study and the findings show that there is an invert relationship between perceived stress scale (PSS) and managing emotions; as PSS reduces managing emotions increases. The findings of this study provide a user-friendly summary that can inform and contribute to theory and future research.

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“…Regular reports in the professional media (e.g. the Times Higher Education Supplement, Guardian Education) of stress, burn out, discrimination and bullying are mirrored in more academic accounts internationally (Kinman et al 2006;Lewis 2004;O'Boyle 2001;Simpson and Cohen 2004). Indeed, the HE sector in the UK has been taken to task by the Health and Safety Executive over unacceptable stress levels at work (Sanders 2006).…”

Section: Introductionmentioning

confidence: 95%

Employee wellbeing in the higher education workplace: a role for emotion scholarship

Woods

2009

High Educ

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This article has dual aims. First, it proposes an explicit focus on emotion as a means of enriching thinking about employee health and wellbeing in the higher education (HE) sector. Second, in order to bring conceptual clarity to a highly complex area, it presents and illustrates (using a fictional scenario) a framework for understanding emotion. The article begins with an overview of recent published research relevant to the HE workplace as an affective domain and argues that research with an explicit focus on emotion is a so far little exploited means of investigating aspects of working life in HE that have implications for health and professional practice. It then presents a conceptualisation that views emotion as a system within which individual and environmental factors interact in highly intricate ways in emotional experience (Lazarus in Emotion and adaptation. Oxford University Press, Oxford, 1991, 1999). Viewed from this perspective 'emotions', as opposed to less powerful 'affects' (such as attitudes, beliefs and opinions), are uniquely relevant to physical and mental health. The article concludes by considering implications arising from this perspective on emotion for researchers and other practitioners in HE with an interest in how the university workplace impacts on the wellbeing of an increasingly diverse workforce.

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Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education

Cited by 127 publications

References 45 publications

Bystander Responses to Bullying at Work: The Role of Mode, Type and Relationship to Target

Bystander Responses to Bullying at Work: The Role of Mode, Type and Relationship to Target

The Relationship between Emotional Intelligence and Well-Being in Academic Employees

Employee wellbeing in the higher education workplace: a role for emotion scholarship

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