597 research outputs found

    The Dark Side Of The Ivory Tower: Cyberbullying Of University Faculty And Teaching Personnel

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    This paper discusses findings from an exploratory study on the nature, extent, and impact of cyberbullying experienced by 121 faculty members at one Canadian university. We situate cyberbullying in university on a continuum between cyberbullying in K-12 education and cyberbullying in the workplace and also take into account the power dynamics that characterize the post-secondary context. Quantitative and qualitative analyses of online survey data revealed that 17% of respondents had experienced cyberbullying either by students (12%) or by colleagues (9%) in the last 12 months. Gender differences were apparent plus racial minority status also appeared to render faculty members more vulnerable to cyberbullying. These findings suggest a rights-based lens could be used to analyze and respond to the vulnerabilities of women and other marginalized faculty in cyberbullying situations. This study contributes to the dearth of research on cyberbullying at the post-secondary level and raises the need to consider factors of difference, such as gender and race, in policy development and practice.Cet article discute des résultats d’une étude exploratoire sur la nature, l’étendue et l’impact de la cyberintimidation qu’ont connu 121 membres du personnel enseignant d’une université canadienne. Nous situons la cyberintimidation à l’université sur un continuum entre la cyberintimidation dans les milieux K-12 et celle dans les milieux de travail, tout en tenant compte de la dynamique des pouvoirs qui caractérise le contexte postsecondaire. Des analyses quantitatives et qualitatives de données découlant d’une enquête en ligne ont révélé que, dans les 12 mois qui venaient de s’écouler, 17% des répondants avaient connu la cyberintimidation, soit de la part d’étudiants (12%), soit de la part de collègues (9%). Des écarts selon le sexe se sont révélés et le statut de minorité raciale semblait rendre les membres du personnel enseignant plus vulnérables à la cyberintimidation. Ces résultats suggèrent que dans les situations de cyberintimidation, on pourrait adopter une perspective reposant sur les droits pour d’abord analyser les vulnérabilités des femmes et d’autres membres du personnel enseignant qui sont marginalisés, et ensuite y réagir. Cette étude participe à combler le vide dans la recherche portant sur la cyberintimidation au niveau postsecondaire et soulève le besoin de tenir compte de facteurs de différenciation, tels le sexe et la race, dans le développement de politiques et la mise en pratique de celles-ci.

    Faculty Members' Perceived Experiences of Cyberbullying by Students at a Canadian University

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    CyberbullyingfacultystudentsuniversityimpactrecommendationsThis two-phase mixed methods study adopted online survey and individual interview questions to explore faculty members’ experiences of cyberbullying by students at one Canadian university. Foucault's (1994) power relations theory was used to explore the power dynamic that can exist in the student-faculty relationship. The study found that cyberbullied faculty members were commonly female, over 40 years of age, English-speaking Canadian citizens, and held fulltime rank. Cyberbullying occurred namely via email, end-of-term faculty evaluation sites, and public polling sites (e.g. Ratemyprofessor.com), while students' dissatisfaction with grades was the most common precursor. Consistent with prior bullying and cyberbullying literature, this study also found that cyberbullied faculty members experienced detrimental effects, persisting from a few days to more than one year. The under-researched focus of this study advances existing workplace bullying and cyberbullying research by illuminating both the harmful implications of student-to-faculty cyberbullying, and the support measures deemed necessary by targeted individuals.Blizard, L. M. (2016). Faculty members' perceived experiences of cyberbullying by students at one Canadian University: Impact and recommendations. International Research in Higher Education 1(1), 107-124. doi:10.5430/irhe.v1n1p107Peer reviewed10.5430/irhe.v1n1p10

    Perceptions of Incivility Among Students and Faculty in Entry-Level Health Professional Programs

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    Purpose: Online education is growing in popularity but has the potential to result in cyber incivility leading to disruptions in the learning environment. There is little known about the differences in attitudes between students and faculty in the online learning experience regarding cyber civility. The purpose of this study was to analytically measure student and faculty perceptions and attitudes of cyber incivility. Methods: A convenience sample of 180 (34 faculty and 146 students) participants from a health care university were recruited. A 27-item survey was given to record the perceptions of students and faculty on issues of cyber civility. An exploratory factor analysis was completed to validate the survey tool and determine the factors that made up the survey. A Mann Whitney U test was conducted to determine significant differences between student and faculty perceptions on the survey items. Results: Four factors were identified of the retained 19 items after the exploratory factor analysis: attitudes, presentation, appearance, and multitasking. There was a significant difference on 10 of the remaining survey items between students and faculty. Conclusions: Faculty perceived unprofessional dress, multitasking, and active display of complaints in the virtual environment more uncivil and disruptive than students. The themes show the differences between students and faculty perceptions in online platforms in healthcare educational programs. These differences highlight the need for healthcare educational programs to focus on strategies that align student and faculty expectations to positively impact the dynamics of the class and enhance learning in the virtual environment

    When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level

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    This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university responses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.   Cet article rapporte les rĂ©sultats d’un survol de 465 politiques ayant trait Ă  la cyberintimidation et provenant de 74 universitĂ©s canadiennes. Il Ă©value d’abord ces politiques pour en Ă©tablir les points communs et les diffĂ©rences. Puis, il examine comment leurs diffĂ©rentes perspectives, les politiques des droits de la personne et les codes de conduite Ă©tudiante, par exemple, peuvent affecter l’orientation et les rĂ©sultats des rĂ©actions universitaires. La majoritĂ© des politiques consultĂ©es reprĂ©sentaient des codes de conduite et de discipline Ă  l’intention des Ă©tudiants, des politiques de communication Ă©lectronique et des politiques contre le harcèlement et la discrimination. Tandis que la plupart des politiques esquissaient des procĂ©dures de traitement des plaintes et identifiaient les sanctions possibles, très peu d’entre elles abordaient la prĂ©vention des comportements jugĂ©s inacceptables. Environ un tiers seulement faisaient rĂ©fĂ©rence aux cyber-comportements, ce qui sous-entend qu’il existe un dĂ©calage entre les politiques en milieu universitaire et les technologies de l’information et de la communication qui font partie du quotidien des Ă©tudiants et des membres du corps professoral

    Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005)

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    My goals in this article are to introduce the law school community to the problem of cyberbullies, and to alert deans, administrators, and professors to the risks associated with this form of bullying-so that the problem can be acknowledged and addressed, and so that we may all learn and work in as safe an environment as possible

    Cyber Bullying: A Quantitative Study on the Perceptions and Experiences of Female Emirati University Students

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    Within the last decade, increased media coverage has been given to incidents associated with acts of violence associated with bullying, cyber bullying, and other associated acts of incivility. The increased media coverage has garnered the attention of researchers from a diverse field of disciplines. However, much of the research that has been conducted has remained focused in North America and Europe. This study identified a limitation in the research available that focused on bullying in the Middle East region of the world, specifically the perceptions and experiences of cyber bullying behavior by female university students in the United Arab Emirates. The study employed a quantitative approach to the research. Participants in the study completed a survey, which collected data related to individuals’ personal experiences and perceptions pertaining to cyber bullying. The study employed the theoretical framework of Perception Theory, Symbolic Interaction Theory, and Conflict Theory. This study provides better understanding on the perceptions and experiences of cyber bullying experiences of female university students at Zayed University in the United Arab Emirates. A quantitative study with a sample size of 655 (n=655) participants, the study yielded responses that demonstrated a significant online social media presence of 90.3% (n=592), 47.39% (n= 291) have reported experiencing harassment online, and 95% reported a desire to create a kind and respectful online world. The information from this study will help the greater field of conflict resolution by gaining an understanding of the widespread impact of cyber bullying on an international level

    Workplace Bullying: A Silent Epidemic

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    Although current books and news articles on workplace bullying are generally available, those dealing with bullying in a library setting are not as widespread. This New and Noteworthy column reviews recent library-specific materials on issues unique to workplace bullying and mobbing in libraries

    Incivility and Dysfunction in the Library Workplace: Perceptions and Feedback from the Field

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    Issues associated with lack of civility, less than ideal functionality and employees that may not self-reflect as much they should are all challenges in the modern workplace and libraries are no exception. The purpose of this study was to determine which issues associated with a lack of civility such as mobbing, bullying, workplace dysfunction, and lack of abilities regarding self-reflection were found in the library workplace and to what extent. The data represents the feedback of 4,168 library employees through a self-reporting survey instrument designed by the authors with the help of the American Library Association. Data is both quantitative and qualitative and seeks to examine the issues addressed across all types of libraries. While useful for all library employees, this study and report are especially relevant to the modern library administrator

    August 17, 2015 Armstrong Faculty Senate Agenda

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    August 17, 2015 Armstrong Faculty Senate Agend
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