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The purpose of this study was an investigation of stress in academia. A qualitative study on the effects of workplace bullying among college faculty was conducted to benefit college administrators in efforts of prevention programs. According to Keashly & Neuman focusing attention on faculty experiences and behavior are important determinants of organizational culture and climate and well-established antecedents and consequences of aggression and bullying. Keashly & Neuman note that when bullying and mobbing occur they tend to be long-standing. The researcher suggest that bullying may exist for greater than five years once it has taken place within an institution. In their investigations bullying lasting for more than three years had occurred within 32 percent of their population sample among faculty, staff and administration. That percentage increased when only faculty had been sampled. The researchers also found that the longer the relationship existed among faculty members, the greater the opportunity for bullying. Thus, there is adequate evidence to suggest that bullying occurs among faculty members.
The research hypothesis explored is the following:
Research Question 1: What are the differences in perceptions towards workplace? bullying between male and female college faculty?
Ho1: For male and female college faculty participants sampled from colleges, there are no differences in perceptions towards workplace bullying based on gender.
Research Question 2: What percentage of female college faculty who are victims of workplace bullying more likely than male college faculty to teach below standards?
Ho2: For male and female college faculty participants sampled from colleges, females who are victims of workplace bullying will not teach below standards than male college faculty.
Research Question 3: Is there a significant difference in students’ final grades among college faculty who are victims of workplace bullying and college faculty who are not victims?
Ho3: There are no differences in students’ final grades among college faculty who are victims of workplace bullying and college faculty who are not victims.
The literature review focuses on the work of Field and Westhues. Field defines workplace bullying behavior in multiple settings. Westhues presents narratives of workplace bullying based on interviews from individuals in academia in multiple demographic environments including Australia, Europe and the United States. The goal of the methods section is to expand on this research and the definition of bullying, to identify patterns in workplace bullying and to determine the extent to which stress affects faculty members in collegiate settings. Mobbing is a term that is often used to describe bullying in academic settings in the workplace in academia, and may include any nonsexual harassment of coworkers in a group setting or within the organization in academia. Academic mobbing may include viewpoints or actions that are not processed in a timely manner or not documented adequately and thus not appropriately managed. The results of the study are expected to impact the field of academia in a positive way, by helping improve the understanding of mobbing and harassment, and by providing greater information between the links of stress and bullying in the workplace. Further, the goal of the research may include helping academic institutions refine their approach toward policies and procedures that are designed to help combat workplace policies and procedures designed to prevent or address workplace bullying within academic institutions.
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