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Examining the Relationship between Academic Mobbing and Meaningful Work in Universities / Üniversitelerdeki Akademik Mobbing ile İşin Anlamlılığı Arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 13 Issue: 6, 138 - 155, 30.12.2022

Aslıhan Keskin Çakı Evrim Erol

https://doi.org/10.19160/e-ijer.1182912

Abstract

This study aimed to examine the relationship between academic mobbing and meaningful work according to the views of academics. The research sample of the study consists of 489 academicians working at various state universities in Turkey. Research data were collected through e-mail using academic mobbing and meaningful work scales. The t-test was used for pairwise comparisons between variables. One-way ANOVA was preferred in triple or more comparisons. Pearson correlation test was used to reveal the relationship between academic mobbing and meaningful work. Also, regression analysis was used to determine whether academic mobbing predicts meaningful work. According to the results of the research, while the academics found their professions to be moderately-high-level meaningful, they stated that they perceived academic mobbing at a medium-low level. It was observed that there were differences in the high motivation dimension of the meaningful work according to the gender variable and that there were differences between the views of male and female academicians in all dimensions of academic mobbing, except for the dimension of attacks on social relations. According to the gender variable, it was observed that there were differences between the opinions of female and male academics in the high motivation dimension of meaningful work and in all dimensions of academic mobbing except the dimension of attacks on social relations. According to the title variable, it was found that academicians with a high title in all dimensions, except for high motivation, found their works more meaningful. Still, the perception of academic mobbing did not differ according to the title. In addition, it was found that there is a significant and negative relationship between academic mobbing and meaningful work. What is more, academic mobbing was found to predict meaningful work. Based on these results, some suggestions have been made for practitioners and researchers conducting similar studies.

Keywords

Academic Mobbing Academician Meaningful Work University

References

  • Adewumi, O. & Danesi, R. (2017). Gender: A vulnerability factor or not? Exploring and investigating workplace bullying in Nigeria. Journal of Economics, Business and Management, 5(10), 328-342. https://doi.org/10.18178/joebm.2017.5.10.533
  • Ahmad, S., Kalim, R., & Kaleem, A. (2017). Academics’ perceptions of bullying at work: Insights from Pakistan. International Journal of Educational Management, 31(2) 543-560. https://doi.org/10.1108/IJEM-10-2015-0141
  • Akın, A., Hamedoğlu, M. A., Kaya, Ç. & Sarıçam, H. (2013). Turkish version of the Work and Meaning Inventory (WAMI): Validity and reliability study. The Journal of European Education, 3(2), 11-16.
  • Aktop, G. (2006). The opinions and experiences of lecturers at Anadolu University about mobbing (Unpublished Master’s Thesis). Anadolu University, Eskişehir.
  • Asri, E. (2019). Mobbing and organizational relationship: A study on Pamukkale University academicians (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Baillien, E. & De Witte, H. (2009). Why is organizational change related to workplace bullying? Role conflict and job insecurity as mediators. Economic and Industrial Democracy, 30(3), 348-371. https://doi.org/10.1177/0143831X09336557
  • Balcı, A., Akar, F. & Öztürk, İ. (2019). The Opinions of the Academicians on the Factors Make Their Work Meaningful. Mersin University Journal of the Faculty of Education, 15(3), 867-892. https://doi.org/10.17860/mersinefd.527374
  • Beng, K. S. (2010). Academic mobbing: Hidden health hazard at workplace. Malaysian Family Physician, 5(2), 61-67.
  • Büyüköztürk, Ş. (2017). Handbook of data analysis for social sciences. Ankara: PEGEMA Publishing.
  • Cartwright, S. & Holmes, N. (2006). The meaningful work: The challenge of regaining employee engagement and reducing cynicism. Human Resource Management Review, 16, 199-208. https://doi.org/10.1016/j.hrmr.2006.03.012
  • Cayvarlı, P. E. & Şahin, S. (2015). Academicians’ perceptions of mobbing at universities: Dokuz Eylül University case. Journal of Higher Education, 5(1), 196-220. https://doi.org/10.2399/yod.15.003
  • Çögenli, M. Z. & Asunakutlu, T. (2014). Validity and Reliability Study of Academicians Mobbing Scale. Uşak University Journal of Social Sciences, 7(2), 92-105.
  • Çögenli, M. Z. & Asunakutlu, T. (2016). Mobbing in academy: An investigation at ADIM universities. Erzincan University Journal of Social Sciences Institute, 9(1), 17-32.
  • Davenport, N., Schwartz, R. & Elliott, G. (1999). Mobbing: Emotional abuse in the American workplace. London: Civil Society Publishing.
  • Dentith, A. M., Wright, R. R. & Coryell, J. (2015). Those mean girls and their friends: Bullying and mob rule in the academy. Adult Learning, 26(1), 28-34. https://doi.org/10.1177/1045159514558409
  • Duffy, M. & Sperry, L. (2007). Workplace mobbing: Individual and family health consequences. The Family Journal, 15(4), 398-404. https://doi.org/10.1177/1066480707305069
  • Elkıran, M. E. & Çoruk, A. (2017). The relation between the perception of academics on mobbing behaviors and the leadership behaviors of administrators. Mediterranean Journal of Educational Research, 22, 86-100.
  • Erikson, E. H. (1994). Identity and the life cycle. New York: W. W. Norton.
  • Fairlie, P. (2011). Meaningful work, employee engagement, and other key employee outcomes: Implications for human resource development. Advances in Developing Human Resources, 13(4), 508-525. https://doi.org/10.1177/1523422311431679
  • Güven-Sarı, E. (2018). The relationship of academicians’ mobbing perception with the level of organizational alienation: Sample of Munzur University (Unpublished Master’s Thesis). Burdur Mehmet Akif Ersoy University, Burdur.
  • Hackman, J. R. & Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159-170. https://doi.org/10.1037/h0076546
  • Hagedorn, L. S. (2012). The meaning of academic life. The Review of Higher Education, 35(3), 485-512. http://doi.org/10.1353/rhe.2012.0024
  • HEIMS. (2019). Higher Education Information Management System. https://istatistik.yok.gov.tr
  • Karasar, N. (2007). Scientific research method. Ankara: Nobel Publishing.
  • Keashly, L. & Neuman, J. H. (2010). Faculty experiences with bullying in higher education, causes, consequences, and management. Administrative Theory and Praxis, 32(1), 48-70. http://doi.org/10.2753/ATP1084-1806320103
  • Keim, J. & McDermott, J. C. (2010). Mobbing: Workplace violence in the academy. The Educational Forum, 74, 167-173. http://doi.org/10.1080/00131721003608505
  • Lampman, C. (2012). Women faculty at risk: US professors report on their experiences with student incivility, bullying, aggression, and sexual attention. NASPA Journal About Women in Higher Education, 5(2), 184-208. https://doi.org/10.1515/njawhe-2012-1108
  • Lewis, D. (2004). Bullying at work: The impact of shame among university and college lecturers. British Journal of Guidance & Counselling, 32(3), 281-299. http://doi.org/10.1080/03069880410001723521
  • Leymann, H. (1996). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5(2), 165-185. https://doi.org/10.1080/13594329608414853
  • Martela, F. & Steger, M. F. (2016). The three meanings of meaning in life: Distinguishing coherence, purpose, and significance. The Journal of Positive Psychology, 11(5), 531-545. https://doi.org/10.1080/17439760.2015.1137623
  • May, D. R., Gilson, R. L. & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77, 11-37. https://doi.org/10.1348/096317904322915892
  • McKay, R., Arnold, D. H., Fratzl, J. & Thomas, R. (2008). Workplace bullying in academia: A Canadian study. Employee responsibilities and rights. Journal, 20(2), 77-100. https://doi.org/10.1007/s10672-008-9073-3
  • Öntürk, Y. (2019). Investigating the relationship between working life quality and mobbing behaviors towards (Unpublished Master’s Thesis). Düzce University, Düzce.
  • Orhan, U. (2009). The causes and effects of mobbing applied to academicians: The sample of Mustafa Kemal University (Unpublished Master’s Thesis). Gaziosmanpaşa University, Tokat.
  • Özkan, C. (2017). The effect of the meaningful work on the work performance and deviation behavior: A research in Mersin (Doctoral Dissertation). Mersin University, Mersin.
  • Özyer, K. & Orhan, U. (2012). An ampirical study of the mobbing applied to academicians. Ege Academic Review, 12(4), 511-518.
  • Prevost, L. & Hunt, L. (2018). Bullying and mobbing in academia: A literature review. European Scientific Journal, 14(8), 1-15. https://doi.org/10.19044/esj.2018.v14n8p1
  • Rosovsky, H. (1990). The university: An owner’s manual. New York: W. W. Norton.
  • Şanlı, K. (2018). Mobbing in academia and its effects on academics’ efficiency (Unpublished Master’s Thesis). Marmara University, İstanbul.
  • Seçkin, Ş. N. (2018). Meaningful work and work engagement relationship research on academics. ÇAKÜ Journal of Institute of Social Sciences, 9(1), 143-160.
  • Şenerkal, R. (2014) Mobbing against university academic personel: Relationship between mobbing and health and job performance of academic personnel (Unpublished Master’s Thesis). Eskişehir Osmangazi University, Eskişehir.
  • Simpson, R. & Cohen, C. (2004). Dangerous work: The gendered nature of bullying in the context higher education. Gender, Work & Organisation, 11, 163-186. http://doi.org/10.1111/j.1468-0432.2004.00227.x
  • Steger, M. F., Dik, B. J. & Duffy, R. D. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of career Assessment, 20(3), 322-337. https://doi.org/10.1177/1069072711436160
  • Tınaz, P. (2011). Psychological violence in the workplace (mobbing). İstanbul: Beta Publishing.
  • Toptaş, B. (2018). The level of teachers’ finding work meaningful and factors affecting teachers’ finding work meaningful. Abant İzzet Baysal University Journal of the Faculty of Education, 18(1), 521-542.
  • Vogler, C. & Pahl, J. (1994). Money, power, and inequality within marriage. Sociological Review, 42(2), 263-288. https://doi.org/10.1111/j.1467-954X.1994.tb00090.x
  • Vural, G., Güney, S. & Metin-Orta, İ. (2021). The effect of meaningful work on organizational citizenship behaviours: A study on social services institutions. Journal of Society & Social Work, 32(2), 459-481. https://doi.org/10.33417/tsh.785752
  • Westhues, K. (2008). The anatomy of an academic mobbing. New York: Edwin Millen Press.
  • Yaman, E. & Sarıçam, H., (2015). The effect of mobbing on meaningful work. Anatolian Journal of Educational Leadership and Instruction, 3(2), 16-26.
  • Yeloğlu, H. O. & Karahan, G. (2016). The effects of mobbing problem on the academicians and their social lives: The issue of contract. The Journal of Defense Sciences, 15(2), 47-71.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.

Üniversitelerdeki Akademik Mobbing ile İşin Anlamlılığı Arasındaki İlişkinin İncelenmesi / Examining the Relationship between Academic Mobbing and Meaningful Work in Universities

Year 2022, Volume: 13 Issue: 6, 138 - 155, 30.12.2022

Aslıhan Keskin Çakı Evrim Erol

https://doi.org/10.19160/e-ijer.1182912

Abstract

Bu araştırmada, akademisyenlerin görüşlerine göre akademik mobbing ile işin anlamlılığı arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın örneklemini Türkiye’deki çeşitli devlet üniversitelerinde çalışan 489 akademisyen oluşturmaktadır. Araştırma verileri mobbing ölçeği ve işin anlamlılığı ölçeği kullanılarak e-posta yoluyla toplanmıştır. Değişkenler arasındaki ikili karşılaştırmalarda t-testi, üçlü ve daha fazla karşılaştırmalarda tek yönlü varyans analizi, akademik mobbing ile işin anlamlılığı arasındaki ilişkiyi ortaya koymada Pearson korelasyon testi ve akademik mobbingin işin anlamlılığını yordayıp yordamadığının tespiti için regresyon analizi kullanılmıştır. Araştırma sonuçlarına göre, akademisyenler işlerini orta-yüksek düzeyde anlamlı bulurlarken, akademik mobbingi orta-düşük seviyede algıladıklarını belirtmişlerdir. Cinsiyet değişkenine göre işin anlamlılığının yüksek motivasyon boyutunda, akademik mobbingin ise sosyal ilişkilere yönelik saldırılar boyutu hariç tüm boyutlarında kadın ve erkek akademisyenlerin görüşleri arasında farklılıklar olduğu görülmüştür. Akademisyenlerin yaşlarına göre işin kattığı anlam, işin anlamı (toplam) ve mesleki duruma yönelik saldırılar boyutlarında görece yaşlı akademisyenlerin işlerini daha anlamlı buldukları ve akademik mobbingi daha az hissettikleri belirlenmiştir. Unvan değişkenine göre işin anlamlılığının yüksek motivasyon hariç tüm boyutlarında unvanı yüksek olan akademisyenlerin işlerini daha anlamlı buldukları, buna karşın akademik mobbing algısının unvana göre farklılaşmadığı bulgulanmıştır. Ayrıca, akademik mobbing ile işin anlamlılığı arasında anlamlı ve negatif yönde bir ilişki ile akademik mobbingin işin anlamlılığını yordadığı tespit edilmiştir. Bu sonuçlar referans alınarak hem uygulayıcılara hem de benzer çalışmalar yürütecek araştırmacılara yönelik bazı önerilerde bulunulmuştur.

Keywords

Akademik Mobbing Akademisyen İşin Anlamlılığı Üniversite

References

  • Adewumi, O. & Danesi, R. (2017). Gender: A vulnerability factor or not? Exploring and investigating workplace bullying in Nigeria. Journal of Economics, Business and Management, 5(10), 328-342. https://doi.org/10.18178/joebm.2017.5.10.533
  • Ahmad, S., Kalim, R., & Kaleem, A. (2017). Academics’ perceptions of bullying at work: Insights from Pakistan. International Journal of Educational Management, 31(2) 543-560. https://doi.org/10.1108/IJEM-10-2015-0141
  • Akın, A., Hamedoğlu, M. A., Kaya, Ç. & Sarıçam, H. (2013). Turkish version of the Work and Meaning Inventory (WAMI): Validity and reliability study. The Journal of European Education, 3(2), 11-16.
  • Aktop, G. (2006). The opinions and experiences of lecturers at Anadolu University about mobbing (Unpublished Master’s Thesis). Anadolu University, Eskişehir.
  • Asri, E. (2019). Mobbing and organizational relationship: A study on Pamukkale University academicians (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Baillien, E. & De Witte, H. (2009). Why is organizational change related to workplace bullying? Role conflict and job insecurity as mediators. Economic and Industrial Democracy, 30(3), 348-371. https://doi.org/10.1177/0143831X09336557
  • Balcı, A., Akar, F. & Öztürk, İ. (2019). The Opinions of the Academicians on the Factors Make Their Work Meaningful. Mersin University Journal of the Faculty of Education, 15(3), 867-892. https://doi.org/10.17860/mersinefd.527374
  • Beng, K. S. (2010). Academic mobbing: Hidden health hazard at workplace. Malaysian Family Physician, 5(2), 61-67.
  • Büyüköztürk, Ş. (2017). Handbook of data analysis for social sciences. Ankara: PEGEMA Publishing.
  • Cartwright, S. & Holmes, N. (2006). The meaningful work: The challenge of regaining employee engagement and reducing cynicism. Human Resource Management Review, 16, 199-208. https://doi.org/10.1016/j.hrmr.2006.03.012
  • Cayvarlı, P. E. & Şahin, S. (2015). Academicians’ perceptions of mobbing at universities: Dokuz Eylül University case. Journal of Higher Education, 5(1), 196-220. https://doi.org/10.2399/yod.15.003
  • Çögenli, M. Z. & Asunakutlu, T. (2014). Validity and Reliability Study of Academicians Mobbing Scale. Uşak University Journal of Social Sciences, 7(2), 92-105.
  • Çögenli, M. Z. & Asunakutlu, T. (2016). Mobbing in academy: An investigation at ADIM universities. Erzincan University Journal of Social Sciences Institute, 9(1), 17-32.
  • Davenport, N., Schwartz, R. & Elliott, G. (1999). Mobbing: Emotional abuse in the American workplace. London: Civil Society Publishing.
  • Dentith, A. M., Wright, R. R. & Coryell, J. (2015). Those mean girls and their friends: Bullying and mob rule in the academy. Adult Learning, 26(1), 28-34. https://doi.org/10.1177/1045159514558409
  • Duffy, M. & Sperry, L. (2007). Workplace mobbing: Individual and family health consequences. The Family Journal, 15(4), 398-404. https://doi.org/10.1177/1066480707305069
  • Elkıran, M. E. & Çoruk, A. (2017). The relation between the perception of academics on mobbing behaviors and the leadership behaviors of administrators. Mediterranean Journal of Educational Research, 22, 86-100.
  • Erikson, E. H. (1994). Identity and the life cycle. New York: W. W. Norton.
  • Fairlie, P. (2011). Meaningful work, employee engagement, and other key employee outcomes: Implications for human resource development. Advances in Developing Human Resources, 13(4), 508-525. https://doi.org/10.1177/1523422311431679
  • Güven-Sarı, E. (2018). The relationship of academicians’ mobbing perception with the level of organizational alienation: Sample of Munzur University (Unpublished Master’s Thesis). Burdur Mehmet Akif Ersoy University, Burdur.
  • Hackman, J. R. & Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159-170. https://doi.org/10.1037/h0076546
  • Hagedorn, L. S. (2012). The meaning of academic life. The Review of Higher Education, 35(3), 485-512. http://doi.org/10.1353/rhe.2012.0024
  • HEIMS. (2019). Higher Education Information Management System. https://istatistik.yok.gov.tr
  • Karasar, N. (2007). Scientific research method. Ankara: Nobel Publishing.
  • Keashly, L. & Neuman, J. H. (2010). Faculty experiences with bullying in higher education, causes, consequences, and management. Administrative Theory and Praxis, 32(1), 48-70. http://doi.org/10.2753/ATP1084-1806320103
  • Keim, J. & McDermott, J. C. (2010). Mobbing: Workplace violence in the academy. The Educational Forum, 74, 167-173. http://doi.org/10.1080/00131721003608505
  • Lampman, C. (2012). Women faculty at risk: US professors report on their experiences with student incivility, bullying, aggression, and sexual attention. NASPA Journal About Women in Higher Education, 5(2), 184-208. https://doi.org/10.1515/njawhe-2012-1108
  • Lewis, D. (2004). Bullying at work: The impact of shame among university and college lecturers. British Journal of Guidance & Counselling, 32(3), 281-299. http://doi.org/10.1080/03069880410001723521
  • Leymann, H. (1996). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5(2), 165-185. https://doi.org/10.1080/13594329608414853
  • Martela, F. & Steger, M. F. (2016). The three meanings of meaning in life: Distinguishing coherence, purpose, and significance. The Journal of Positive Psychology, 11(5), 531-545. https://doi.org/10.1080/17439760.2015.1137623
  • May, D. R., Gilson, R. L. & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77, 11-37. https://doi.org/10.1348/096317904322915892
  • McKay, R., Arnold, D. H., Fratzl, J. & Thomas, R. (2008). Workplace bullying in academia: A Canadian study. Employee responsibilities and rights. Journal, 20(2), 77-100. https://doi.org/10.1007/s10672-008-9073-3
  • Öntürk, Y. (2019). Investigating the relationship between working life quality and mobbing behaviors towards (Unpublished Master’s Thesis). Düzce University, Düzce.
  • Orhan, U. (2009). The causes and effects of mobbing applied to academicians: The sample of Mustafa Kemal University (Unpublished Master’s Thesis). Gaziosmanpaşa University, Tokat.
  • Özkan, C. (2017). The effect of the meaningful work on the work performance and deviation behavior: A research in Mersin (Doctoral Dissertation). Mersin University, Mersin.
  • Özyer, K. & Orhan, U. (2012). An ampirical study of the mobbing applied to academicians. Ege Academic Review, 12(4), 511-518.
  • Prevost, L. & Hunt, L. (2018). Bullying and mobbing in academia: A literature review. European Scientific Journal, 14(8), 1-15. https://doi.org/10.19044/esj.2018.v14n8p1
  • Rosovsky, H. (1990). The university: An owner’s manual. New York: W. W. Norton.
  • Şanlı, K. (2018). Mobbing in academia and its effects on academics’ efficiency (Unpublished Master’s Thesis). Marmara University, İstanbul.
  • Seçkin, Ş. N. (2018). Meaningful work and work engagement relationship research on academics. ÇAKÜ Journal of Institute of Social Sciences, 9(1), 143-160.
  • Şenerkal, R. (2014) Mobbing against university academic personel: Relationship between mobbing and health and job performance of academic personnel (Unpublished Master’s Thesis). Eskişehir Osmangazi University, Eskişehir.
  • Simpson, R. & Cohen, C. (2004). Dangerous work: The gendered nature of bullying in the context higher education. Gender, Work & Organisation, 11, 163-186. http://doi.org/10.1111/j.1468-0432.2004.00227.x
  • Steger, M. F., Dik, B. J. & Duffy, R. D. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of career Assessment, 20(3), 322-337. https://doi.org/10.1177/1069072711436160
  • Tınaz, P. (2011). Psychological violence in the workplace (mobbing). İstanbul: Beta Publishing.
  • Toptaş, B. (2018). The level of teachers’ finding work meaningful and factors affecting teachers’ finding work meaningful. Abant İzzet Baysal University Journal of the Faculty of Education, 18(1), 521-542.
  • Vogler, C. & Pahl, J. (1994). Money, power, and inequality within marriage. Sociological Review, 42(2), 263-288. https://doi.org/10.1111/j.1467-954X.1994.tb00090.x
  • Vural, G., Güney, S. & Metin-Orta, İ. (2021). The effect of meaningful work on organizational citizenship behaviours: A study on social services institutions. Journal of Society & Social Work, 32(2), 459-481. https://doi.org/10.33417/tsh.785752
  • Westhues, K. (2008). The anatomy of an academic mobbing. New York: Edwin Millen Press.
  • Yaman, E. & Sarıçam, H., (2015). The effect of mobbing on meaningful work. Anatolian Journal of Educational Leadership and Instruction, 3(2), 16-26.
  • Yeloğlu, H. O. & Karahan, G. (2016). The effects of mobbing problem on the academicians and their social lives: The issue of contract. The Journal of Defense Sciences, 15(2), 47-71.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Aslıhan Keskin Çakı 0000-0003-0599-422X

Evrim Erol 0000-0001-5910-497X

Publication Date December 30, 2022
Published in Issue Year 2022Volume: 13 Issue: 6

Cite

APA Keskin Çakı, A., & Erol, E. (2022). Examining the Relationship between Academic Mobbing and Meaningful Work in Universities / Üniversitelerdeki Akademik Mobbing ile İşin Anlamlılığı Arasındaki İlişkinin İncelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(6), 138-155. https://doi.org/10.19160/e-ijer.1182912
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