Toxic University: Exploring Faculty Conflict In Higher Education Institutions Through An Ecological Lens

Authors:

Abstract: Conflict is pervasive and occurs in several professional domains, including many facets of higher education institutions (HEIs). Conflict can ensue from anger and aggression due to perceived unfair treatment by others (Neuman, 2004) within HEI practices such as teaching evaluations, subjective evaluations of scholarly work, and community and college service (Keashly & Neuman, 2010). These conflicts are further exacerbated by colleagues in peer-review processes, which often determine tenure or promotion outcomes. Using Brofenbrenner’s (1979, 2005) Human Ecological Theory, the current study seeks to understand faculty conflicts in HEIs at the microsystem and macrosystem levels and explores sources of conflict within institutional practices. Using thematic analysis procedures, faculty members across disparate higher education institutions were surveyed to understand common points of conflict in their own universities. Open-ended questions revealed a wide array of conflict situations experienced by faculty among their colleagues, administration, and students. A majority of participants further indicated they have considered jobs outside of academia. Seven themes emerged related to workplace conflict: (1) power, (2) bullying, (3) pedagogy, (4) poor communication skills, (5) resource control, (6) workload imbalance, and (7) lack of support. Results were mixed whether the participants believed institutional practices and structure impacted the amount of conflict one experiences. Best practices for managing faculty to faculty conflict are discussed, especially around the tenure system and navigating conflict in the HEI workplace.

Track: ORG

Keywords: conflict, higher education institutions, tenure