Soltani Rahmatollah, Keshavarzi Mohammad Hasan, Asghar Hayat Ali, Faghihi Seyed Ali Akbar, Zare Soolmaz
Contributed equally to this work.
J Adv Med Educ Prof. 2025 Apr 1;13(2):123-133. doi: 10.30476/jamp.2025.104498.2063. eCollection 2025 Apr.
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.
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.
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).
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.
学术霸凌是学术环境中的一种全球现象。然而，它很复杂且常常被忽视，应对措施不足。因此，目前对这个问题的理解不足以识别和预防霸凌行为。然而，对学术界霸凌决定因素的调查很少，需要进一步探索。因此，本研究旨在调查导致大学教师学术霸凌现象的因素。
本定性研究采用扎根理论方法。样本包括伊朗设拉子医科大学的20名教师。采用目的抽样和半结构化访谈收集数据。数据采用施特劳斯和科尔宾的方法进行分析。
从扎根理论方法来看，条件结果矩阵包括一个核心变量（学术科学停滞）、两个类别（职业倦怠和竞争优势的侵蚀）以及四个子类别（人格特质、歧视、专制领导和不健康的组织氛围）。
本研究强调了教师学术霸凌导致的“学术科学停滞”。解决这个问题需要针对个人行为和系统结构的综合策略。干预措施应侧重于营造支持性和包容性的组织文化、促进公平的领导实践以及减少歧视行为，以打破学术霸凌和科学停滞的循环。
