Workplace Bullying in Academia: A Conditional Process Model

Abstract

Guided by the job demand-control-support model of workplace strain, this study tested a theoretical model of academic work environments to explain workplace bullying in academia. College professors (N = 503) completed a questionnaire about working in academia and experiencing bullying at work. Results of a conditional process analysis revealed that psychological job demands affected workplace bullying incidents directly, and indirectly through increased occupational stress; however, the mediated effect depended on how supportive the supervisor was and how much control professors had over their job duties (moderated moderated mediation). In departments where supervisors provided low to average social support to faculty, the indirect effect on bullying was weakened when professors had more decision authority over how they completed their job demands (moderated mediation). However, in departments where supervisors were highly supportive, there was no indirect effect of demands on workplace bullying through stress, despite how much or little decision authority professors had in doing their jobs (no moderated mediation). These findings speak to the importance of appointing a chairperson who will encourage professors’ autonomy in completing their work, and, more crucially, provide social support to discourage faculty bullying in response to job stressors.