12/19/2023 0 Comments I am a bully c![]() ![]() Björklund et al., 2010 Malik & Björkqvist, 2019 Meriläinen et al., 2016 Oksanen et al., 2022 Pörhölä et al., 2020) and Greece (e.g. Within Europe, researchers from Finland (e.g. ![]() While the focus on English language publications meant that the articles identified were mainly from English-speaking countries like Australia, Canada, the United Kingdom and the United States, articles were also found from researchers based in countries on all continents. The interest in researching bullying in higher education, like the incidence of bullying, is also global in nature. This is a substantial and growing body of literature. Similar searches using ‘bullying’ and ‘university’ identified 1361 (113) articles, while ‘bullying’ and ‘college’ found 593 (57) articles. For example, a search carried out on Scopus on 22/6/23 identified 698 articles with the words ‘bullying’, ‘higher’ and ‘education’ in their titles, abstracts or keywords, 48 of which had those three words in their titles, indicating a likely focus on the topic of interest. These searches reveal an upswelling of interest in bullying in higher education over the last 20 years. The reference lists in the articles and reports were checked for other potentially relevant sources to follow up that had not been initially identified. Those identified were then accessed (mostly through downloads) and examined, and retained for further analysis if they proved to be relevant. In practice, of course, some limits have to be set on the scope of a systematic review, most notably in terms of the language of publication (in this case confined to English), the date of publication and the accessibility of published articles (all available articles, books and other publications identified were examined).ĭatabases – Google Scholar, Scopus and Web of Science – were searched using keywords – ‘bullying’, ‘higher education’, ‘university’, ‘college’ and related terms-to identify potentially relevant articles, books and reports that had been published on the topic. Methodologically, the article makes use of the techniques of systematic review (Jesson et al., 2011 Tight, 2021 Torgerson, 2003), an approach that seeks to identify, analyse and synthesize all of the research that has been published on a particular topic – in this case, bullying in higher education. The issues and possible solutions raised in the literature are then discussed, before some conclusions are reached. It is followed by sections that consider the meaning of bullying, the particular context of higher education, the extent of bullying in higher education, and its varied nature. The next section outlines the methodological approach taken. The article aims to provide a synopsis of the state of play regarding bullying in higher education at the time of writing – 2023 – which should prove useful to both future researchers and policy-makers in assessing whether and what progress has been made.Īs this article presents a systematic review of the research literature on bullying in higher education, it is not organised in a typical or conventional fashion. ![]() The purpose of this article is to explore and examine the research evidence to see what it reveals about the extent and nature of bullying in higher education, the wider issues that this raises, and the possible solutions that have been put forward, trialled and evaluated. Indeed, it seems likely that the peculiar nature of higher education actively encourages particular kinds of bullying. Even though this topic has only attracted the attention of higher education researchers relatively recently, having picked it up from research into bullying in schools and workplaces, the research evidence shows that bullying of all kinds is rife in higher education. It would be nice to think that bullying was a childish behaviour that we left behind on finishing school, or that universities and colleges were too cultured and intellectual as institutions to have room for such behaviour, but these hopes are far from the truth. ![]()
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