Workplace bullying is broadly defined as a detrimental form of negative micro-political interaction(s) incorporating a range of aggressive interpersonal behaviours. While targeted toxic behaviour based upon legally protected grounds such as ethnicity, gender, or sexual orientation is conceptualised as harassment, this paper positions harassment as a constituent subset of workplace bullying—distinct, but inextricably linked to the broader landscape of workplace predation and incivility. Meta-analyses of cross-sectional and longitudinal studies demonstrate a robust relationship between being bullied and compromised health, and some sectors, e.g., education, display higher than average levels of exposure, suggesting that contexts matter. The higher education sector is the focus of this scoping review. High rates of bullying have been reported in Higher Education Institutions (HEIs), where many of the organisational factors that drive bullying are present. One systematic literature review has been carried out on bullying in HEIs, reviewing papers prior to 2013. Since the sector has seen considerable contextual change since that time, another review is timely. This systematic scoping review aims to identify the volume, range, nature, and characteristics of studies of workplace bullying in HEIs between 2003 and 2023, with a specific focus on how the context of HEIs contributes to the enactment and/or the response to workplace bullying. To this end, 3179 records were identified, with 140 papers charted to identify methods, institution, population, and country. Forty-seven papers were subjected to full-text review for the exploration of contextual factors. Priorities for future research lie in addressing the pernicious effects of neoliberal governance models as well as the complex and intersecting power relations that are unique to higher education.

Purpose: The full-range leadership theory, and the distinction between transformational, transactional and laissez-faire leadership behaviour has strongly influenced leadership theory and research in the last several decades. However, in spite of its impact on theory and practice, it has a few shortcomings, as, in its essence, it disregards several essential aspects of a leader’s behaviour, such as the dark side of leadership behaviour. Therefore, to capture various leader behaviours, we provide a more comprehensive leadership model named the “complete full range of leadership”.Design/methodology/approach: Based on reviewing the relevant theoretical and empirical literature, we propose an extended theoretical model, which addresses the existing shortcomings of the full range leadership model.Findings: First, we added a new active and more destructive facet of leadership style named active, destructive leadership style. Second, based on existing empirical findings, we restructured the transactional facet of full-range leadership by collapsing its components into two new distinct facets representing active constructive leadership style and passive destructive leadership style. Finally, drawing on Hersey and Blanchard’s model, we add a new passive and constructive facet named passive constructive leadership.Originality/value: Our suggested “complete full range of leadership” contributes to leadership theory by addressing the gap between existing theory and empirical findings, making a clear distinction between lack of leadership and delegation and by comprising the dark side of leadership with its bright side into one comprehensive leadership model.

This article constructs a comprehensive theoretical model that outlines bystanders’ emotional and behavioral responses to the mistreatment of adolescent peers. The model captures bystanders’ risk and health risk behaviors, which have been overlooked in the context of their reactions; when addressed at all in connection with bystanders of bullying among adolescents, they have been treated separately. Here, we present bystanders’ emotional and cognitive reactions and their impact on bystanders’ responses including a set of responses that demonstrate risk and health risk behaviors that are directed to the bystander as a victim by proxy. The theoretical framework is the conservation of resources theory, which posits that personal resources (i.e., potency and moral disengagement) and social resources impact the process that leads to bystanders’ reactions. Previous models have overlooked the integrative viewpoint of bystanders, and comprehensive models that explain bystanders’ behavioral and emotional responses have received little attention especially with regards to adolescents. Two recent models overlooked core features embedded in the current model, including the risk and health risk behaviors that it integrates. The proposed model presents a novel and more comprehensive view of bystanders’ reactions and the process underlying these reactions. It integrates existing knowledge embedded in other existing models. At the same time, this perspective indicates the centricity of potency as a key resource that dictates the emotional response and behaviors of bystanders. This potentially allows for new applications in the mitigation of adverse impacts that follow the witnessing of mistreatment. The article discusses these applications, which are based on previous findings, their implications for practice, and directions for future empirical research necessary to validate the model.

Purpose: In the current study framework, the authors test the underlying assumptions of affective events theory concerning the impact of job satisfaction and job insecurity driven by incivility on intrapreneurial behaviour.Design/methodology/approach: Data were collected with a sample of 510 employees from five organisations. All hypotheses were tested via SmartPLS3. Additionally, a distinction between formative and reflective measures was performed.Findings: Findings revealed that incivility decreases intrapreneurial behaviour, mediated by job satisfaction and job insecurity. Additionally, this study’s results show that the relationship between job satisfaction and job insecurity and intrapreneurial behaviour distinguishes unionised employees from employees who are not unionised.Research limitations/implications: The cross-sectional nature of the present data precluded definitive statements about causality. Additionally, further studies should increase the sample size and include an international perspective to ensure the overall generalisability of the results.Practical implications: Practically, this study’s findings point to the need for organisational management to understand better underlying employees' perceptions and their antecedents and consequences.Originality/value: The study results contribute to the literature by testing the core assumptions of affective events theory and by extending the affective events theory model, incorporating contextual influences on the relationship between attitudes and behaviours. The authors also show for the first time that incivility can be directly (compared to indirectly) linked to emotional-based responses, but not to those responses driven by cognitive appraisals. Thus, the study also contributes to the incivility literature and the understanding of various antecedents and consequences of incivility. Additionally, this study addressed the notion of formative versus reflective measurement models for the first time relating to incivility and intrapreneurial behaviour, allowing for more sensitive and less biased results. Herein lies an additional methodological contribution.

For two and a half decades, psychological contracts are researched mainly in work organisations as drivers of the attitudes and behaviours of employees, overlooking the importance of understanding the nature of the psychological contracts of students in higher education. This study constructs and validates a new scale for measuring the perceived psychological contract violations of students in the context of faculty incivility. A mixed-method approach was applied to study the issue in three phases. First, a qualitative method was used to capture and analyse the perceived entitlements of students, as described by 78 college students, resulting in 37 items or elements identified by students as reflecting their psychological contracts. Second, a sample of 244 students was studied to identify the perceptions of violated expectations of students. In the final phase, items were rephrased as expectations and were given to the third sample of 154 undergraduate college students to determine the level of fulfilment of these expectations. Additionally, to ascertain discriminate and convergent validity measures, students were asked about the extent to which they experienced faculty incivility (discriminant validity) and frustration with the quality of interaction with their faculty (convergent validity). From these results, students’ psychological contract violation scale was constructed and validated.