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SOLTANI, RAHMATOLLAH, KESHAVARZI, MOHAMMAD HASAN, HAYAT, ALI ASGHAR, FAGHIHI, SEYED ALI AKBAR, ZARE, SOOLMAZ. (1404). Faculty Members’ Perception of Factors on Academic Bullying: A Qualitative Study. سامانه مدیریت نشریات علمی, 13(2), 123-133. doi: 10.30476/jamp.2025.104498.2063
RAHMATOLLAH SOLTANI; MOHAMMAD HASAN KESHAVARZI; ALI ASGHAR HAYAT; SEYED ALI AKBAR FAGHIHI; SOOLMAZ ZARE. "Faculty Members’ Perception of Factors on Academic Bullying: A Qualitative Study". سامانه مدیریت نشریات علمی, 13, 2, 1404, 123-133. doi: 10.30476/jamp.2025.104498.2063
SOLTANI, RAHMATOLLAH, KESHAVARZI, MOHAMMAD HASAN, HAYAT, ALI ASGHAR, FAGHIHI, SEYED ALI AKBAR, ZARE, SOOLMAZ. (1404). 'Faculty Members’ Perception of Factors on Academic Bullying: A Qualitative Study', سامانه مدیریت نشریات علمی, 13(2), pp. 123-133. doi: 10.30476/jamp.2025.104498.2063
SOLTANI, RAHMATOLLAH, KESHAVARZI, MOHAMMAD HASAN, HAYAT, ALI ASGHAR, FAGHIHI, SEYED ALI AKBAR, ZARE, SOOLMAZ. Faculty Members’ Perception of Factors on Academic Bullying: A Qualitative Study. سامانه مدیریت نشریات علمی, 1404; 13(2): 123-133. doi: 10.30476/jamp.2025.104498.2063

Faculty Members’ Perception of Factors on Academic Bullying: A Qualitative Study

Journal of Advances in Medical Education & Professionalism
دوره 13، شماره 2، تیر 2025، صفحه 123-133    اصل مقاله (835.89 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2025.104498.2063
نویسندگان
RAHMATOLLAH SOLTANI؛ MOHAMMAD HASAN KESHAVARZI* ؛ ALI ASGHAR HAYAT* ؛ SEYED ALI AKBAR FAGHIHI؛ SOOLMAZ ZARE
Clinical Education Research Center, Department of Medical Education, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده
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.

تازه های تحقیق

RAHMATOLLAH SOLTANI (Google Scholar)

MOHAMMAD HASAN KESHAVARZI (Google Scholar)

ALI ASGHAR HAYAT (Google Scholar)

SEYED ALI AKBAR FAGHIHI (Google Scholar)

کلیدواژه‌ها
Academic؛ Bullying؛ Faculty؛ Perception؛ Qualitative research
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