Introduction: Academic bullying is a global phenomenon in academic settings. Yet, it is complex and frequently overlooked, with insufficient action to address it. Consequently, the existing comprehension of this issue is inadequate for recognizing and preventing bullying behaviors. However, investigations into the determinants of bullying within academia are scarce, demanding further exploration. Thus, this study seeks to investigate the factors contributing to the academic bullying phenomenon among
university faculty members.
Methods: This qualitative study employed a grounded theory approach. The sample consisted of 20 faculty members affiliated with Shiraz University of Medical Sciences, Shiraz, Iran. Purposeful sampling and semi-structured interviews were used to collect data. Data were analyzed using Strauss and Corbin.
Results: From the grounded theory approach, conditional consequential matrix included a core variable (Academy scientific stagnation), two categories (Job burnout and Erosion of competitive edge), and four subcategories (Personality traits, Discrimination, Autocratic leadership, and unhealthy organizational climate).
Conclusions: This study highlights “Academy scientific stagnation” due to academic bullying among faculty members. Addressing this issue requires comprehensive strategies targeting both personal behaviors and systemic structures. Interventions
should focus on fostering a supportive and inclusive organizational culture, promoting fair leadership practices, and mitigating discriminatory behaviors to break the cycle of academic bullying and scientific stagnation. |
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