A new tool contributing to the management of bullying and harassment in higher education institutions

• Autorzy: Vveinhardt Jolita , Fominiene Vilija Bite , Streimikiene Dalia

Identyfikatory

DOI

10.17512/pjms.2020.21.2.31

Warianty tytułu

PL

Nowe narzędzie mające zastosowanie do zarządzania naruszeniem i nękaniem w wyższych instytucjach edukacji

• Języki publikacji: EN

Abstrakty

EN

Bullying and harassment in higher education sector impacts negatively on wellbeing of those who participating in these episodes and also gives wide-ranging negative consequences for every institution and for whole sector. It is necessary to develop an instrument that can reliably identify incidents of bullying and harassment and would contribute to setting targets for intervention and provide a basis for effective management of this phenomenon. The purpose of this research was to verify the dimensions and the methodological characteristics of the new tool. The survey employed a specially constructed questionnaire, which covers the following dimensions: communication, personal reputation, student’s reputation, experienced harm, intervention measures at higher education institution. Psychometric properties of the questionnaire were assessed in a sample of 623 studets. Verification of the methodological and psychometric characteristics of the questionnaire Bullying and Single Cases of Harassment in Higher Education Institutions (B-SCH-St) confirmed its validity and reliability. Also study revealed that in Lithuanian higher education institutions effective bullying and harassment management activities are not carried out.

PL

Zastraszanie i nękanie w sektorze szkolnictwa wyższego negatywnie wpływa na samopoczucie osób uczestniczących w tych odcinkach, a także ma daleko idące negatywne konsekwencje dla każdej instytucji i dla całego sektora. Konieczne jest opracowanie instrumentu, który będzie w stanie wiarygodnie identyfikować przypadki prześladowania i nękania oraz przyczyniłby się do ustalenia celów interwencji i stanowiłby podstawę skutecznego zarządzania tym zjawiskiem. Celem tych badań była weryfikacja wymiarów i cech metodologicznych nowego narzędzia. W ankiecie wykorzystano specjalnie skonstruowany kwestionariusz, który obejmuje następujące wymiary: komunikacja, reputacja osobista, reputacja studenta, doznana krzywda, działania interwencyjne w szkole wyższej. Właściwości psychometryczne kwestionariusza oceniono na próbie 623 studentów. Weryfikacja metodologicznych i psychometrycznych cech kwestionariusza Zastraszanie i pojedyncze przypadki nękania w szkołach wyższych (B-SCH-St) potwierdziła jego ważność i wiarygodność. Badanie wykazało również, że w litewskich szkołach wyższych nie prowadzi się skutecznych działań związanych z nękaniem i prześladowaniem.

Słowa kluczowe

EN

questionnaire; verification of dimensions; higher education sector; management strategy; bullying; single cases of harassment; Europe

PL

kwestionariusz; weryfikacja wymiarów; sektor szkolnictwa wyższego; strategia zarządzania; znęcanie się; pojedyncze przypadki molestowania; Europa

• Wydawca: Czestochowa University of Technology
• Czasopismo: Polish Journal of Management Studies
• Rocznik: 2020
• Tom: Vol. 21, No. 2
• Strony: 446--461
• Opis fizyczny: Bibliogr. 69 poz., tab.

Twórcy

autor

Vveinhardt Jolita

• Institute of Sport Science and Innovations; Lithuanian Sports University

autor

Fominiene Vilija Bite

• Department of Sport and Tourism Management, Lithuanian Sports University

autor

Streimikiene Dalia

• Institute of Sport Science and Innovations; Lithuanian Sports University

Bibliografia

• 1. Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of school violence, 18(2), 200-215.
• 2. Alavi, N., Roberts, N., Sutton, C., Axas, N., & Repetti, L. (2015). Bullying victimization (being bullied) among adolescents referred for urgent psychiatric consultation: prevalence and association with suicidality. The Canadian Journal of Psychiatry, 60(10), 427-431.
• 3. Allan, E. J. (2009). Hazing in view: college students at risk: initial findings from the National Study of Student Hazing. Collingdale, PA: DIANE Publishing.
• 4. American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: AERA.
• 5. Bao, J., Li, H., Song, W., & Jiang, S. (2020). Being bullied, psychological pain and suicidal ideation among Chinese adolescents: A moderated mediation model. Children and Youth Services Review, 104744.
• 6. Bibi, A., Blackwell, S. E., & Margraf, J. (2019). Mental health, suicidal ideation, and experience of bullying among university students in Pakistan. Journal of Health Psychology.
• 7. Birks, M., Budden, L. M., Biedermann, N., Park, T., & Chapman, Y. (2017). A ‘rite of passage?’: Bullying experiences of nursing students in Australia. Collegian. Advance online publication
• 8. Budden, L. M., Birks, M., Cant, R., Bagley, T., & Park, T. (2017). Australian nursing students’ experience of bullying and/or harassment during clinical placement. Collegian, 24(2), 125-133.
• 9. Bunce, L., Baird, A. & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958-1978.
• 10. Cao, J., Wei, S., & Cai, M. (2017). Investigation of influential factors of academic and psychological distress in university students. Biomedical Research, 28(5), 2174-2179.
• 11. Chan, C. M. H., Wong, J. E., Yeap, L. L. L., Wee, L. H., Jamil, N. A., & Nantha, Y. S. (2019). Workplace bullying and psychological distress of employees across socioeconomic strata: a cross-sectional study. BMC public health, 19(4), 608.
• 12. Chapell, M. S., Hasselman, S. L., Kitchin, T., & Lomon, S. N. (2006). Bullying in elementary school, high school, and college. Adolescence, 41(164), 633-648.
• 13. Chapell, M., Casey, D., De la Cruz, C., & Ferrell, J. (2004). Bullying in college by students and teachers. Adolescence, 39(153), 53-64.
• 14. Churchill, Jr. G. A., & Peter, J. P. (1984). Research design effects on the reliability of rating scales: a meta-analysis. Journal of Marketing Research, 21(4), 360-375.
• 15. Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. 7th Edition. Abingdon, OX: Routledge.
• 16. Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70(4), 333-343.
• 17. Curwen, T., McNichol, J. S., & Sharpe, G. W. (2011). The progression of bullying from elementary school to university. International Journal of Humanities and Social Science, 1(13), 47-54.
• 18. DeVellis, R. (1991). Scale Development: Theory and Applications. London: SAGE Publications.
• 19. Doğruer, N., & Yaratan, H. (2014). Developing a bullying scale for use with university students. Social Behavior and Personality: an International Journal, 42(1), 81S-92S.
• 20. Espelage, D. L., & Hong, J. S. (2019). School climate, bullying, and school violence. In M. J. Mayer & S. R. Jimerson (Eds.), School safety and violence prevention: Science, practice, policy (p. 45-69). American Psychological Association.
• 21. Feijó, F. R., Gräf, D. D., Pearce, N., & Fassa, A. G. (2019). Risk factors for workplace bullying: a systematic review. International journal of environmental research and public health, 16(11), 1945.
• 22. Field, A. (2009). Discovering Statistics Using SPSS. 3rd Edition. London: SAGE Publications.
• 23. Garland, T. S., Policastro, C., Richards, T. N., & Miller, K. S. (2017). Blaming the Victim: University Student Attitudes Toward Bullying. Journal of Aggression, Maltreatment & Trauma, 26(1), 69-87.
• 24. Gentry, R. H., & Pickel, K. L. (2014). Male and female observers’ evaluations of a bullying case as a function of degree of harm, type of bullying, and academic level. Journal of Aggression, Maltreatment & Trauma, 23(10), 1038-1056.
• 25. George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
• 26. Glass, D. J., & Fireman, G. D. (2016). College Aggression and Prosociality as Social Strategies. Retrieved from http://evostudies.org/wp-content/uploads/2016/08/Glass_NEEPSIX.pdf.
• 27. Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate Data Analysis Seventh Edition. USA: Prentice Hal.
• 28. Hart Barnett, J. E., Fisher, K. W., O’Connell, N., & Franco, K. (2019). Promoting upstander behavior to address bullying in schools. Middle School Journal, 50(1), 6-11.
• 29. Jantzer, A. M., & Cashel, M. L. (2017). “Bullying victimization, college adjustment, and the role of coping.” Journal of College Student Development, 58(2), 283-289.
• 30. Ishchenko-Padukova, O., Kazachanskaya, E., Movchan, I., & Nawrot, L. (2017). Economy of education: National and global aspects. Journal of International Studies, 10(4), 246-258.
• 31. Lange, S., Burr, H., Conway, P. M., & Rose, U. (2019). Workplace bullying among employees in Germany: prevalence estimates and the role of the perpetrator. International archives of occupational and environmental health, 92(2), 237-247.
• 32. Lazányi, K., Čepel, M., Bilan, S. (2017). Comparison of Trust and Social Relations among Students in Russian and Hungarian Higher Education. Economics and Sociology, 10(4), 162-174.
• 33. Leymann, H. (1990). Bullying and psychological terror at workplaces. Violence and Victims, 5(2), 119-126.
• 34. Leymann, H. (1996). The content and development of bullying at work. European Journal of Work and Organisational Psychology, 5, 165-184.
• 35. Lund, E. M., & Ross, S. W. (2017). Bullying Perpetration, Victimization, and Demographic Differences in College Students A Review of the Literature. Trauma, Violence, & Abuse. Advance online publication
• 36. Marraccini, M. E., Weyandt, L. L., & Rossi, J. S. (2015). College students’ perceptions of professor/instructor bullying: questionnaire development and psychometric properties. Journal of American college health, 63(8), 563-572.
• 37. Meriläinen, M., Puhakka, H., & Sinkkonen, H. M. (2015). Students’ suggestions for eliminating bullying at a university. British Journal of Guidance & Counselling, 43(2), 202-215.
• 38. Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling Procedures: Issues and Applications. California: Sage Publications, Thousand Oaks.
• 39. Nunnally, J. C. (1988). Psychometric Theory. New Jersey: McGraw-Hill, Englewood Cliffs.
• 40. Nunnally, J. C., & Bernstein, I. R. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
• 41. Olweus, D. (2013). School bullying: development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780.
• 42. Palaz, S. (2013). Turkish nursing students’ perceptions and experiences of bullying behavior in nursing education. Journal of Nursing Education and Practice, 3(1), 23-30.
• 43. Patchin, J. W., & Hinduja, S. (2015). Measuring cyberbullying: implications for research. Aggression and Violent Behavior, 23, 69-74.
• 44. Patton, D. U., Hong, J. S., Patel, S., & Kral, M. J. (2017). A systematic review of research strategies used in qualitative studies on school bullying and victimization. Trauma, Violence, & Abuse, 18(1), 3-16.
• 45. Pearson, S. (2016). Building brands directly: creating business value from customer relationships. UK: Palgrave Macmillan.
• 46. Perry, A. D., & Blincoe, S. (2015). Bullies and victims in higher education: a mixed-methods approach. Retrieved from http://sites.tamuc.edu/bullyingjournal/article/bullies-and-victims-in-higher-education/.
• 47. Pontzer, D. (2010). A theoretical test of bullying behavior: parenting, personality, and the bully/victim relationship. Journal of Family Violence, 25(3), 259-273.
• 48. Pörhölä, M., Almonkari, M., & Kunttu, K. (2019). Bullying and social anxiety experiences in university learning situations. Social Psychology of Education, 22, 723-742.
• 49. Pörhölä, M., Cvancara, K., Kaal, E., Kunttu, K., Tampere, K., & Torres, M. B. (2020). Bullying in university between peers and by personnel: cultural variation in prevalence, forms, and gender differences in four countries. Social Psychology of Education, 23, 143-169.
• 50. Reid, G. M., Holt, M. K., Bowman, C. E., Espelage, D. L., & Green, J. G. (2016). Perceived social support and mental health among first-year college students with histories of bullying victimization. Journal of Child and Family Studies, 25(11), 3331-3341.
• 51. Rospenda, K. M., Richman, J. A., Wolff, J. M., & Burke, L. A. (2013). Bullying victimization among college students: negative consequences for alcohol use. Journal of Addictive Diseases, 32(4), 325-342.
• 52. Ruíz-Ramírez, R., Zapata-Martelo, E., García-Cué, J. L., Pérez-Olvera, A., Martínez-Corona, B., & Rojo-Martínez, G. (2016). Bullying enunauniversidadagrícoladelestado de México. Ra Ximhai, 12(1), 105-126.
• 53. Sánchez, F. C., Navarro-Zaragoza, J., Ruiz-Cabello, A. L., Romero, M. F., & Maldonado, A. L. (2017). Association between bullying victimization and substance use among college students in Spain. Adicciones, 29(1), 22-32.
• 54. Serinkan, C., Akşit, İ., Avcik, C., Arat, G., & Alacaoğlu, D. (2013). The Study of Students’ Perceptions of Bullying at Pamukkale University. Procedia-Social and Behavioral Sciences. Advance online publication
• 55. Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological assessment, 25(4), 1045-1057.
• 56. Sinkkonen, H. M., Puhakka, H., & Meriläinen, M. (2014). Bullying at a university: students’ experiences of bullying. Studies in Higher Education, 39(1), 153-165.
• 57. Skinner, T. C., Peetz, D., Strachan, G., Whitehouse, G., Bailey, J., & Broadbent, K. (2015). Self-reported harassment and bullying in Australian universities: explaining differences between regional, metropolitan and elite institutions. Journal of Higher Education Policy and Management, 37(5), 558-571.
• 58. Smith, P. K. (2016). Bullying: Definition, Types, Causes, Consequences and Intervention. Social and Personality Psychology Compass, 10(9), 519-532.
• 59. Twemlow, S. W., & Sacco, F. C. (2013). Bullying is everywhere: Ten universal truths about bullying as a social process in schools & communities. Psychoanalytic Inquiry, 33(2), 73-89.
• 60. Vaill, Z., Campbell, M., & Whiteford, C. (2020). Analysing the quality of Australian universities’ student anti-bullying policies. Higher Education Research & Development, 1-14.
• 61. Vartia, M., & Leka, S. (2011). Interventions for the prevention and management of bullying at work. In S. Einarsen, H. Hoel, D. Zapf, & C. L. Cooper (Eds.), Bullying and harassment in the workplace: Developments in theory, research, and practice (2nd ed.). (pp. 359-379) Boca Raton, FL: CRC Press.
• 62. Volchik, V., Oganesyan, A., & Olejarz, T. (2018). Higher education as a factor of socio-economic performance and development. Journal of International Studies, 11(4), 326-340.
• 63. Vveinhardt, J. (2012). Identification of the reliability of methodological characteristics of quality in the diagnostic instrument for bullying as discrimination in employee relations on purpose to improve the climate in Lithuanian organizations, Transformations in Business & Economics, 11(2:26), 218-232.
• 64. Vveinhardt, J., Fominiene, V. B., Andriukaitiene, & R. Streimikiene, D. (2019). Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables. Amfiteatru Economic, 21(51), pp. 409-426.
• 65. Vveinhardt, J., Fominiene, V. B., Svagzdiene, B., & Andriukaitiene, R. (2017). Diagnostics of single cases of harassment and bullying in relationships between students of higher education institutions: intervention measures for the timely identification of the phenomena. Transformations in Business & Economics, 16(3), 240-257.
• 66. Vveinhardt, J., & Gulbovaite, E. (2018). Reliability of methodological and psychometric characteristics of the questionnaire of congruence of personal and organizational values. Oeconomia Copernicana, 9(3), 545-571.
• 67. Watts, L. K., Wagner, J., Velasquez, B., & Behrens, P. I. (2017). Cyberbullying in higher education: a literature review. Computers in Human Behavior, 69, 268-274.
• 68. Wensley, K., & Campbell, M. (2012). Heterosexual and nonheterosexual young university students’ involvement in traditional and cyber forms of bullying. Cyberpsychology, Behavior, and Social Networking, 15(12), 649-654.
• 69. Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: facts, knowledge, prevention, and intervention. Aggression and Violent Behavior: A Review Journal, 23, 1-21.

Uwagi

Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2021).