Student nurses harassing academics.

Area of Science:

• Higher Education Studies
• Organizational Psychology
• Sociology of Education

Background:

• Growing international recognition of workplace bullying and harassment.
• Limited research in England specifically on faculty harassment by university students.
• Need to understand faculty experiences and perceptions in this context.

Purpose of the Study:

• To explore faculty experiences of harassment by undergraduate students in English Post-1992 Universities.
• To apply Attribution Theory to understand faculty perceptions of harassment causes.
• To identify prevention strategies employed by faculty.

Main Methods:

• Utilized Attribution Theory as a theoretical framework.
• Focused on faculty in Health and Social Care schools within Post-1992 Universities in England.
• Investigated faculty perceptions of student perpetrators and their motivations.

Main Results:

• Faculty perceived high student stress as a primary cause of harassment.
• Student stress was linked to course demands, social pressures, societal changes, and educational policies.
• Faculty employed various prevention strategies based on their attributions.

Conclusions:

• Attribution Theory provides valuable insights into faculty perceptions of student-initiated harassment.
• Understanding the perceived causes of harassment is crucial for developing effective interventions.
• Further research is needed to address this specific form of workplace harassment in higher education.