Bullying in Higher Education: Leadership and Culture as Pathways to Resilience

Workplace bullying is a persistent issue across multiple employment sectors, including higher education, where faculty and staff are both exposed to this unfavorable and harmful behavior. This study employs a quantitative methodology and the NAQ (Negative Acts Questionnaire) to investigate both workplace and grade-related bullying among faculty and staff in Canada, the United States, and the United Kingdom. It examines the influence of demographic variables, including age, gender, race, academic rank, and discipline of study, on reported experiences of bullying. Drawing on data from 189 validated participants, collected through a comprehensive online survey instrument, findings indicate that lower-ranked, female, and younger faculty and academic staff are frequently exposed to workplace bullying in higher education by their peers, whereas higher-ranked faculty appear more vulnerable to bullying by students regarding assigned grades. Female respondents and members of minority groups reported more frequent and intense experiences of bullying in academic settings. These findings underscore the urgency of implementing a comprehensive academic plan and meaningful institutional policies to promote a safe and respectful work environment and to address bullying directed at faculty. This study presents new and original findings that warrant replication with a larger, more diverse sample for validation and further research. While preliminary causal interpretations are proposed, the reliance on self-report measures and other methodological limitations may influence the observed outcomes.