Faculty Experience of Rudeness in Scottish Higher Education: Dealing with Rudeness from Students and Colleagues.

Autor/inn/en	Irwin, A.; Cederblad, A. M. H.
Titel	Faculty Experience of Rudeness in Scottish Higher Education: Dealing with Rudeness from Students and Colleagues.
Quelle	In: Journal of Further and Higher Education, 43 (2019) 5, S.658-673 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1394987
Schlagwörter	Foreign Countries; College Faculty; College Students; Teacher Student Relationship; Peer Relationship; Collegiality; Teacher Behavior; Student Behavior; Antisocial Behavior; Behavior Problems; Personality Traits; Stress Variables; Teaching Conditions; Job Satisfaction; Academic Rank (Professional); Conflict; Conflict Resolution; Individual Characteristics; Well Being; Emotional Response; Neurosis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Kollegialität; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Personality traits; Well-being; Wellness; Wohlbefinden; Emotionales Verhalten; Neurose
Abstract	This paper investigated rudeness experienced by academic staff from students, co-workers and senior staff members. The focus of much of the rudeness literature in an educational setting has been on the student experience of rudeness, predominantly in the classroom. The aim of the current study was to focus on the experience of academic staff rather than students, and to broaden consideration of rudeness beyond the classroom, to include e-mail. Using a mixed-methods questionnaire, with both closed and open questions, rudeness perception, impact and response was examined across a sample of 122 academic staff from Scottish Higher Education institutions. The study examined relationships between personality, stress, job satisfaction, level of rudeness and the impact of rudeness on staff. The qualitative segment explored responses to rude e-mails across three sources; student, colleague and senior colleague. The results indicated that academic staff reported similar levels of rudeness from students, co-workers and senior colleagues. Faculty who reported high levels of neuroticism were more likely to report a negative impact of rudeness. Academic staff also reported that their response to rudeness could differ according to the instigator: a greater proportion of staff reported that they would be likely to reprimand a student, in comparison to a colleague, for rudeness. Staff were more likely to seek an informal resolution to rudeness with a co-worker, rather than a student. This paper highlights the potential importance of individual characteristics in assessing the impact of rudeness on faculty and indicates that rudeness may come from several sources in academia. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01