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A Phenomenological Study of Bullying Experienced by Graduate Students and Faculty through the Lens of Power.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Phenomenological Study of Bullying Experienced by Graduate Students and Faculty through the Lens of Power./
作者:	Bodensteiner, Anne Rachel.
面頁冊數:	1 online resource (157 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355554823

A Phenomenological Study of Bullying Experienced by Graduate Students and Faculty through the Lens of Power.
Bodensteiner, Anne Rachel.

A Phenomenological Study of Bullying Experienced by Graduate Students and Faculty through the Lens of Power. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2017.

Includes bibliographical references

The purpose of this study was to explore the lived experiences of graduate students and faculty members who experienced bullying as a result of their role in higher education. Phenomenological exploration of this topic involved interviews with 14 participants; seven graduate students and seven faculty members. Power as described by Foucault (1994) was used as theoretical framework for this research. Findings from the study revealed institutions of higher education exploit power through differentiation, institutionalization, instrumental modes, types of objectives, and rationalization. Age, gender, life experiences, and positional rank were differentials found between the subject and aggressor. Institutionalization was expressed through the policies and procedures ingrained within higher education. Participants revealed role authority and being bound to rules were often protective of bullies, making it difficult to bring a complaint forward. Bullies sought different types of objectives by increasing leverage in their current position and protecting themselves from potential threats. Yelling, defamation, and isolation were ways the bullying behaviors occurred, and were rationalized as personality differences or inability to address the behavior. Victims experienced life-changing impacts, ultimately resulting in deteriorated mental and physical health, requiring the use of anti-anxiety medications and in extreme cases, forced victims to leave academia permanently. Creating a system with support that offers victim protection and authority to implement changes is important to addressing this issue in higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355554823Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study of Bullying Experienced by Graduate Students and Faculty through the Lens of Power.
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502 $a Thesis (Ph.D.)--The University of North Dakota, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to explore the lived experiences of graduate students and faculty members who experienced bullying as a result of their role in higher education. Phenomenological exploration of this topic involved interviews with 14 participants; seven graduate students and seven faculty members. Power as described by Foucault (1994) was used as theoretical framework for this research. Findings from the study revealed institutions of higher education exploit power through differentiation, institutionalization, instrumental modes, types of objectives, and rationalization. Age, gender, life experiences, and positional rank were differentials found between the subject and aggressor. Institutionalization was expressed through the policies and procedures ingrained within higher education. Participants revealed role authority and being bound to rules were often protective of bullies, making it difficult to bring a complaint forward. Bullies sought different types of objectives by increasing leverage in their current position and protecting themselves from potential threats. Yelling, defamation, and isolation were ways the bullying behaviors occurred, and were rationalized as personality differences or inability to address the behavior. Victims experienced life-changing impacts, ultimately resulting in deteriorated mental and physical health, requiring the use of anti-anxiety medications and in extreme cases, forced victims to leave academia permanently. Creating a system with support that offers victim protection and authority to implement changes is important to addressing this issue in higher education.
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