Category: Academic Leadership

Job Satisfaction and Retention in Higher Education – Faculty Focus
Have you ever felt the weight of being overworked and underpaid? Do you find yourself questioning your value in your workplace? Are you contemplating exploring new employment opportunities in the near future? If these thoughts resonate, knowing you are not alone in this journey is important. Many of your peers share these concerns.

The CUPA-HR 2023 Higher Education Employee Retention Survey (ERS) is not just a study; it’s a comprehensive collection of your experiences and opinions. It gathered data from 4,783 higher education employees across 539 institutions, including administrators, professionals, and non-exempt staff from various departments. This survey is valuable for understanding the job satisfaction and retention challenges you and your peers face in higher education (Bichsel et al., 2023).

The 2023 survey asked questions in the following areas:
- Likelihood of looking for other employment opportunities in the near future
- Reasons for looking for other employment
- Remote work policies and opportunities
- Work performed beyond normal hours and duties (overwork)
- Satisfaction with benefits
- Well-being and satisfaction with the job environment
- Retention incentives experienced in the past year
- Challenges for supervisors
- Demographic questions on gender, race/ethnicity, and age
- Characteristics of the employee’s position (Bichsel et al., 2023)
The survey’s analyses provided critical insights into the proportion of our higher education workforce at risk of leaving, the reasons why employees are considering other job opportunities, and the underlying factors contributing to their desire to leave. These findings are crucial in addressing our shared concerns. (Bichsel et al., 2023)

The survey results are as follows: one-third (33%) of higher ed employees are very likely or likely to look for new employment opportunities in the next year, which is unchanged from last year. This indicates that retention remains a significant and urgent challenge in higher ed. The area with the most acute retention challenge is student affairs, where 39% of employees surveyed say they are likely or very likely to look for other employment opportunities within the next year (Bichsel et al., 2023)

*A graph of reasons employees are seeking new opportunities was obtained from CUPA-HR’s 2023 survey data. (Bichsel et al., 2023)

A notable aspect of dissatisfaction revolves around their institution’s support for their professional growth. Almost half of employees (44%) express disagreement when asked whether they have opportunities for advancement at their institution, and around one-third (34%) disagree that their institution invests in their career development. Moreover, more than one-fourth of respondents (28%) disagree that their institution’s leaders show they care about their mental health and well-being. (Bichsel et al., 2023)

According to CUPA-HR research and key findings for 2023-2024, across higher education, employees are still paid less in inflation-adjusted dollars than in 2019-20 (pre-pandemic). (CUPA, 2024)

*A screenshot of a graph of Annual Pay Increases by Position Type was obtained from CUPA-HR research and key findings for 2023-2024. (CUPA, 2024)

In a well-run organization, these nuts and bolts that shape compensation are routinely checked and updated to stay competitive and achieve strategic goals. However, for many colleges, compensation practices have become the ‘deferred maintenance’ of the human resources world. This term refers to the practice of postponing necessary maintenance, often due to a need for more funds or resources. In the context of compensation, these practices must be regularly reviewed and updated, leading to issues such as stagnant salaries, late paychecks, inaccurate titles, and confusion over how pay is pegged to performance. (McClure, 2024)

Despite the availability of rich data backed by years of research, institutions are still mainly lagging in implementing standard-raised pay scales, resulting in higher attrition levels.

The survey’s findings are a call to action. Senior management and leadership must approach the situation holistically and use the data to implement a solution swiftly. This is crucial to prevent the loss of trained, qualified, and high-performing employees, a loss that higher educational institutions cannot afford!

Ranjitha Rao is the Budget/Financial Analyst Manager at the College of Nursing at Texas Woman’s University. She is dedicated to supporting academic and administrative goals through financial oversight. As an active member of the TWU Staff Council, she fosters a spirit of unified community among staff members and provides opportunities for their democratic representation. Through her involvement in the Staff Council, she promotes a positive and collaborative work environment and serves as a representative advisory member, presenting recommendations to university leadership. Ranjitha is also committed to fostering healthy workspaces, ensuring faculty, staff, and students thrive in a supportive and productive environment. Ranjitha holds a background in engineering and is currently a Ph.D. student focusing on leadership in higher education. She also holds a Master’s in Business Administration, with an emphasis in Accounting and Management. Additionally, as an adjunct, Ranjitha has taught first-year incoming classes, focusing on curriculum and strategic success, to help students transition smoothly into their academic journeys, along with accounting and healthcare administration classes for undergraduates. Ranjitha’s research interests include competency-based education, workforce development, leadership, management, and financial well-being in higher education. In her free time, Ranjitha enjoys exploring financial trends, participating in community events, and contributing to initiatives that promote financial literacy and education.

References

Bichsel, J., Fuesting, M., Tubbs, D. & Schneider, J. (2023, September). THE CUPA-HR 2023 Higher Education Employee Retention Survey. CUPA-HR. https://www.cupahr.org/surveys/research-briefs/higher-ed-employee-retention-survey-findings-september-2023/

CUPA. (2024). Workforce Pay Increases. https://www.cupahr.org/surveys/workforce-data/workforce-pay-increases/

McClure, K. (2024). Your Pay is Terrible? You’re not alone. The Chronicle of Higher Education, https://www.chronicle.com/article/your-pay-is-terrible-youre-not-alone
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May 28, 2025
Understanding the Impact of Workplace Incivility in Higher Education – Faculty Focus
“Did you hear that another team member, someone we all knew and worked with, quit today?” said a colleague. “Isn’t this the third one since last month? What is happening in that department?” was my counter question, echoing the concerns of many in the office. Have you ever experienced a similar situation at your workplace and wondered what caused this sudden voluntary attrition? Was it a competitor higher education institution stealing trained resources, or was there a sudden need for higher salaries due to the current economic factors, etc.? After a week, a LinkedIn post mentioned, “… it was time to move forward, as I had hit a breaking point. Quitting is the first step towards finding a healthy workplace!”

Research has consistently shown that women are more susceptible to workplace incivility than men. However, this trend can be mitigated when the direct supervisor demonstrates ethical leadership (Young et al., 2021). This finding offers a glimmer of hope, suggesting that a change in leadership could significantly influence employee morale. Is the stress of adapting to a new management at work a contributing factor? Or is it a case of leadership failing to adjust to the existing culture? Or is it due to incivility in the workplace? These are the questions that keep on occurring.

My experience working at an institution primarily for women has sparked my curiosity and deepened my concern. I often pondered whether these departures were triggered by a sudden event or a long-standing issue that had been suppressed. This connection to the topic has driven me to delve into the reasons behind abrupt job resignations among women in public organizations and the need to understand their impact on resources, policies, etc., in higher education.

What is Workplace Incivility?

According to the research of Tolkerson, Holm, Bäckström, and Schad, numerous factors contribute to the perpetuation of workplace incivility, including the importance of organizational aspects and experiencing incivility from others. Workplace incivility has been defined as “…low-intensity deviant behavior with ambiguous intent to harm the target, in violation of workplace norms for mutual respect. Uncivil behaviors are characteristically rude and discourteous, displaying a lack of regard for others” (Torkelson et al., 2016).

In her Harvard Business Review article, Christine Porath, professor of management at Georgetown University, wrote that most leaders need to recognize tangible costs. “Through a poll of 800 managers and employees in 17 industries, we learned how people’s reactions play out.” Among workers who have been on the receiving end of incivility:
- 48% intentionally decreased their work effort.
- 47% intentionally decreased the time spent at work.
- 38% intentionally decreased the quality of their work.
- 80% lost work time worrying about the incident.
- 63% lost work time avoiding the offender.
- 66% said that their performance declined.
- 78% said that their commitment to the organization declined.
- 12% said they left their job because of the uncivil treatment.
- 25% admitted to taking their frustration out on customers.” (Porath & Pearson, 2013)
In a webinar on AACN, Addressing the Harmful Effects of Gaslighting in Academic Nursing, Cynthia Clark, founder of Civility Matters, Professor Emeritus at Boise State University, and award-winning professor, scholar, and author who has done extensive research on workplace incivility, discussed “Gaslighting in Academia” (Profile of Dr. Cynthia Clark). This intrigued my curiosity and inspired me to explore this topic.

What is Gaslighting?

Gaslighting is a form of psychological manipulation that involves making someone doubt their reality, memory, or perception. It can occur in various contexts, such as interpersonal relationships, politics, media, and workplaces. Gaslighting can have serious adverse effects on the mental health and well-being of the victims, such as anxiety, depression, low self-esteem, confusion, and loss of trust (Sarkis, 2018).

Gaslighting and Workplace Incivility in Higher Education

While workplace incivility is a broader term that refers to any rude, disrespectful, or aggressive behavior that violates the norms of mutual respect and professionalism, Gaslighting can be considered a specific and extreme form of workplace incivility that involves not only disrespecting or harming the target but also manipulating their sense of reality and identity (Clark, 2024). Individuals or groups can perpetrate gaslighting, which can be intentional or unintentional, depending on the motives, awareness, and power dynamics of the actors involved. Gaslighting can be manifested in various ways, such as lying, denying, withholding, trivializing, blaming, or gaslighting by proxy (Sarkis, 2018). Gaslighting can occur in multiple contexts, but it is especially harmful in the workplace, undermining employees’ trust, confidence, and performance (Clark, 2024).

In higher education, gaslighting can occur when faculty, staff, or students are subjected to subtle or overt harassment, discrimination, bullying, or abuse by their colleagues, supervisors, or peers. For example, a faculty member may be gaslighted by their administrators who constantly undermine their achievements, question their competence, or deny them opportunities for promotion or recognition. A staff member may be gaslighted by their co-workers who spread rumors, exclude them from social events, or sabotage their work. A student may be gaslighted by their instructor who belittles their contributions, ignores their requests, or grades them unfairly. These examples illustrate how gaslighting can create a hostile, toxic, and unhealthy work environment in higher education institutions (Clark, 2024).

Inefficient Workplaces

Incivility adds to faculty/administrator stress levels, erodes self-esteem, damages relationships, threatens workplace safety and quality of life, and negatively impacts faculty recruitment, retention, and job satisfaction. Therefore, creating and sustaining communities of civility is imperative for all academic work environments (Clark et al., 2021). Gaslighting can have severe and lasting effects on the psychological, emotional, and physical health of the targets, such as post-traumatic stress disorder (PTSD), dissociation, chronic pain, and suicidal ideation (Stern, 2018).

Nation’s Current Workplace Landscape

According to the Surgeon General’s Framework for Workplace Mental Health and Well-Being, one of the Current Priorities of the U.S. Surgeon General is “Workplace Well-Being.” The survey suggested that 76% of U.S. workers reported at least one symptom of a mental health condition, 84% of respondents said their workplace conditions had contributed to at least one mental health challenge, and 81% of workers reported that they would be looking for workplaces that support mental health in the future (Written Document on Workplace WellBeing.2022). To support workplace wellbeing, creating a plan with the following five essential components can help reimagine workplaces as engines of wellbeing.

The five essentials of the framework are:
- Connection and Community
- Opportunities for Growth (Written Document on Workplace WellBeing.2022)
Recommendations

Regular assessments are needed, and the data needs to be studied at higher educational institutions. HR, Compliance, and Ethics Policies should include examples to increase awareness of various levels of incivility. Before quitting, employees should be aware of the available options and use forums to discuss examples to be self-aware. Providing periodic surveys and reviews, updating training based on feedback and current issues for employees at higher education on HR policies, the Code of Ethics, and faculty ombudsmen can help prevent and address gaslighting and other workplace incivility.

When employees quit, it is no longer uncommon to suddenly walk out of the door without a courtesy notice period or transition report of their current responsibilities. While employers are concerned about employee performance and evaluations for merit raises, retention, etc., they should be publicly ranked based on their performance towards employees working in government and non-profit organizations. We have all heard the phrase “Treat others just as you want to be treated!”, but are we all implementing it at our workplaces?

Ranjitha Rao is the Budget/Financial Analyst Manager at the College of Nursing at Texas Woman’s University. She is dedicated to supporting academic and administrative goals through financial oversight. As an active member of the TWU Staff Council, she fosters a spirit of unified community among staff members and provides opportunities for their democratic representation. Through her involvement in the Staff Council, she promotes a positive and collaborative work environment and serves as a representative advisory member, presenting recommendations to university leadership. Ranjitha is also committed to fostering healthy workspaces, ensuring faculty, staff, and students thrive in a supportive and productive environment. Ranjitha holds a background in engineering and is currently a Ph.D. student focusing on leadership in higher education. She also holds a Master’s in Business Administration, with an emphasis in Accounting and Management. Additionally, as an adjunct, Ranjitha has taught first-year incoming classes, focusing on curriculum and strategic success, to help students transition smoothly into their academic journeys, along with accounting and healthcare administration classes for undergraduates. Ranjitha’s research interests include competency-based education, workforce development, leadership, management, and financial well-being in higher education. In her free time, Ranjitha enjoys exploring financial trends, participating in community events, and contributing to initiatives that promote financial literacy and education.

References

Anderson, J. (2023, August 2,). Five Essentials for Workplace Well-Being. https://blogs.ifas.ufl.edu/orangeco/2023/08/02/five-essentials-for-workplace-well-being/

Clark, C. M., & Fey, M. K. (2019). Fostering Civility in Learning Conversations: Introducing the PAAIL Communication Strategy.10.1097/NNE.0000000000000731

Clark, C. (2019). Combining Cognitive Rehearsal, Simulation, and Evidence-Based Scripting to Address Incivility.10.1097/NNE.0000000000000563

Clark, C. , Landis, T. & Barbosa-Leiker, C. (2021). National Study on Faculty and Administrators’ Perceptions of Civility and Incivility in Nursing Education. Nurse Educator, 46 (5), 276-283. doi: 10.1097/NNE.0000000000000948

Porath, C., & Pearson, C.The Price of Incivility. January – February 2013, https://hbr.org/2013/01/the-price-of-incivility

Torkelson, E., Holm, K., Bäckström, M., & Schad, E. (2016). Factors contributing to the perpetration of workplace incivility: the importance of organizational aspects and experiencing incivility from others. Work & Stress, 30(2), 115-131. 10.1080/02678373.2016.1175524

Young, K. A., Hassan, S., & Hatmaker, D. M. (2021). Towards understanding workplace incivility: gender, ethical leadership and personal control. Public Management Review, 23(1), 31-52. 10.1080/14719037.2019.1665701
Source link
May 9, 2025
Understanding the Impact of Workplace Incivility in Higher Education – Faculty Focus
“Did you hear that another team member, someone we all knew and worked with, quit today?” said a colleague. “Isn’t this the third one since last month? What is happening in that department?” was my counter question, echoing the concerns of many in the office. Have you ever experienced a similar situation at your workplace and wondered what caused this sudden voluntary attrition? Was it a competitor higher education institution stealing trained resources, or was there a sudden need for higher salaries due to the current economic factors, etc.? After a week, a LinkedIn post mentioned, “… it was time to move forward, as I had hit a breaking point. Quitting is the first step towards finding a healthy workplace!”

Research has consistently shown that women are more susceptible to workplace incivility than men. However, this trend can be mitigated when the direct supervisor demonstrates ethical leadership (Young et al., 2021). This finding offers a glimmer of hope, suggesting that a change in leadership could significantly influence employee morale. Is the stress of adapting to a new management at work a contributing factor? Or is it a case of leadership failing to adjust to the existing culture? Or is it due to incivility in the workplace? These are the questions that keep on occurring.

My experience working at an institution primarily for women has sparked my curiosity and deepened my concern. I often pondered whether these departures were triggered by a sudden event or a long-standing issue that had been suppressed. This connection to the topic has driven me to delve into the reasons behind abrupt job resignations among women in public organizations and the need to understand their impact on resources, policies, etc., in higher education.

What is Workplace Incivility?

According to the research of Tolkerson, Holm, Bäckström, and Schad, numerous factors contribute to the perpetuation of workplace incivility, including the importance of organizational aspects and experiencing incivility from others. Workplace incivility has been defined as “…low-intensity deviant behavior with ambiguous intent to harm the target, in violation of workplace norms for mutual respect. Uncivil behaviors are characteristically rude and discourteous, displaying a lack of regard for others” (Torkelson et al., 2016).

In her Harvard Business Review article, Christine Porath, professor of management at Georgetown University, wrote that most leaders need to recognize tangible costs. “Through a poll of 800 managers and employees in 17 industries, we learned how people’s reactions play out.” Among workers who have been on the receiving end of incivility:
- 48% intentionally decreased their work effort.
- 47% intentionally decreased the time spent at work.
- 38% intentionally decreased the quality of their work.
- 80% lost work time worrying about the incident.
- 63% lost work time avoiding the offender.
- 66% said that their performance declined.
- 78% said that their commitment to the organization declined.
- 12% said they left their job because of the uncivil treatment.
- 25% admitted to taking their frustration out on customers.” (Porath & Pearson, 2013)
In a webinar on AACN, Addressing the Harmful Effects of Gaslighting in Academic Nursing, Cynthia Clark, founder of Civility Matters, Professor Emeritus at Boise State University, and award-winning professor, scholar, and author who has done extensive research on workplace incivility, discussed “Gaslighting in Academia” (Profile of Dr. Cynthia Clark). This intrigued my curiosity and inspired me to explore this topic.

What is Gaslighting?

Gaslighting is a form of psychological manipulation that involves making someone doubt their reality, memory, or perception. It can occur in various contexts, such as interpersonal relationships, politics, media, and workplaces. Gaslighting can have serious adverse effects on the mental health and well-being of the victims, such as anxiety, depression, low self-esteem, confusion, and loss of trust (Sarkis, 2018).

Gaslighting and Workplace Incivility in Higher Education

While workplace incivility is a broader term that refers to any rude, disrespectful, or aggressive behavior that violates the norms of mutual respect and professionalism, Gaslighting can be considered a specific and extreme form of workplace incivility that involves not only disrespecting or harming the target but also manipulating their sense of reality and identity (Clark, 2024). Individuals or groups can perpetrate gaslighting, which can be intentional or unintentional, depending on the motives, awareness, and power dynamics of the actors involved. Gaslighting can be manifested in various ways, such as lying, denying, withholding, trivializing, blaming, or gaslighting by proxy (Sarkis, 2018). Gaslighting can occur in multiple contexts, but it is especially harmful in the workplace, undermining employees’ trust, confidence, and performance (Clark, 2024).

In higher education, gaslighting can occur when faculty, staff, or students are subjected to subtle or overt harassment, discrimination, bullying, or abuse by their colleagues, supervisors, or peers. For example, a faculty member may be gaslighted by their administrators who constantly undermine their achievements, question their competence, or deny them opportunities for promotion or recognition. A staff member may be gaslighted by their co-workers who spread rumors, exclude them from social events, or sabotage their work. A student may be gaslighted by their instructor who belittles their contributions, ignores their requests, or grades them unfairly. These examples illustrate how gaslighting can create a hostile, toxic, and unhealthy work environment in higher education institutions (Clark, 2024).

Inefficient Workplaces

Incivility adds to faculty/administrator stress levels, erodes self-esteem, damages relationships, threatens workplace safety and quality of life, and negatively impacts faculty recruitment, retention, and job satisfaction. Therefore, creating and sustaining communities of civility is imperative for all academic work environments (Clark et al., 2021). Gaslighting can have severe and lasting effects on the psychological, emotional, and physical health of the targets, such as post-traumatic stress disorder (PTSD), dissociation, chronic pain, and suicidal ideation (Stern, 2018).

Nation’s Current Workplace Landscape

According to the Surgeon General’s Framework for Workplace Mental Health and Well-Being, one of the Current Priorities of the U.S. Surgeon General is “Workplace Well-Being.” The survey suggested that 76% of U.S. workers reported at least one symptom of a mental health condition, 84% of respondents said their workplace conditions had contributed to at least one mental health challenge, and 81% of workers reported that they would be looking for workplaces that support mental health in the future (Written Document on Workplace WellBeing.2022). To support workplace wellbeing, creating a plan with the following five essential components can help reimagine workplaces as engines of wellbeing.

The five essentials of the framework are:
- Connection and Community
- Opportunities for Growth (Written Document on Workplace WellBeing.2022)
Recommendations

Regular assessments are needed, and the data needs to be studied at higher educational institutions. HR, Compliance, and Ethics Policies should include examples to increase awareness of various levels of incivility. Before quitting, employees should be aware of the available options and use forums to discuss examples to be self-aware. Providing periodic surveys and reviews, updating training based on feedback and current issues for employees at higher education on HR policies, the Code of Ethics, and faculty ombudsmen can help prevent and address gaslighting and other workplace incivility.

When employees quit, it is no longer uncommon to suddenly walk out of the door without a courtesy notice period or transition report of their current responsibilities. While employers are concerned about employee performance and evaluations for merit raises, retention, etc., they should be publicly ranked based on their performance towards employees working in government and non-profit organizations. We have all heard the phrase “Treat others just as you want to be treated!”, but are we all implementing it at our workplaces?

Ranjitha Rao is the Budget/Financial Analyst Manager at the College of Nursing at Texas Woman’s University. She is dedicated to supporting academic and administrative goals through financial oversight. As an active member of the TWU Staff Council, she fosters a spirit of unified community among staff members and provides opportunities for their democratic representation. Through her involvement in the Staff Council, she promotes a positive and collaborative work environment and serves as a representative advisory member, presenting recommendations to university leadership. Ranjitha is also committed to fostering healthy workspaces, ensuring faculty, staff, and students thrive in a supportive and productive environment. Ranjitha holds a background in engineering and is currently a Ph.D. student focusing on leadership in higher education. She also holds a Master’s in Business Administration, with an emphasis in Accounting and Management. Additionally, as an adjunct, Ranjitha has taught first-year incoming classes, focusing on curriculum and strategic success, to help students transition smoothly into their academic journeys, along with accounting and healthcare administration classes for undergraduates. Ranjitha’s research interests include competency-based education, workforce development, leadership, management, and financial well-being in higher education. In her free time, Ranjitha enjoys exploring financial trends, participating in community events, and contributing to initiatives that promote financial literacy and education.

References

Anderson, J. (2023, August 2,). Five Essentials for Workplace Well-Being. https://blogs.ifas.ufl.edu/orangeco/2023/08/02/five-essentials-for-workplace-well-being/

Clark, C. M., & Fey, M. K. (2019). Fostering Civility in Learning Conversations: Introducing the PAAIL Communication Strategy.10.1097/NNE.0000000000000731

Clark, C. (2019). Combining Cognitive Rehearsal, Simulation, and Evidence-Based Scripting to Address Incivility.10.1097/NNE.0000000000000563

Clark, C. , Landis, T. & Barbosa-Leiker, C. (2021). National Study on Faculty and Administrators’ Perceptions of Civility and Incivility in Nursing Education. Nurse Educator, 46 (5), 276-283. doi: 10.1097/NNE.0000000000000948

Porath, C., & Pearson, C.The Price of Incivility. January – February 2013, https://hbr.org/2013/01/the-price-of-incivility

Torkelson, E., Holm, K., Bäckström, M., & Schad, E. (2016). Factors contributing to the perpetration of workplace incivility: the importance of organizational aspects and experiencing incivility from others. Work & Stress, 30(2), 115-131. 10.1080/02678373.2016.1175524

Young, K. A., Hassan, S., & Hatmaker, D. M. (2021). Towards understanding workplace incivility: gender, ethical leadership and personal control. Public Management Review, 23(1), 31-52. 10.1080/14719037.2019.1665701
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May 9, 2025
The Silent Crisis: Bullying Among Nurse Educators in Higher Education – Faculty Focus

Bullying in nursing is a well-documented issue, but less attention has been given to the experiences of nurse educators who face hostility within academic institutions. While nursing education should promote professional growth, collaboration, and mentorship, many nurse educators—especially those in tenure-track positions—experience bullying from colleagues, senior faculty, or administrators. These hostile work environments have profound consequences, leading many talented educators to leave academia entirely or return to clinical practice. The prevalence of academic bullying, its impact on both individuals and institutions and strategies for addressing it must be explored to create healthier academic environments.

The Scope of Bullying in Nursing Academia

Bullying in higher education is a widespread and systemic issue. Keashly and Neuman (2010) found that faculty members in academia frequently experience bullying behaviors, including persistent criticism, professional exclusion, and attempts to damage their reputation. These behaviors often go unaddressed due to power imbalances, hierarchical structures, and institutional tolerance for incivility. Within nursing education, bullying often manifests in ways that undermine an educator’s credibility and professional standing, such as excessive scrutiny of work, withholding of resources, and exclusion from key academic opportunities.

The hierarchical structure of academia places tenure-track faculty at particular risk, as they are vulnerable to unfair evaluation practices, disproportionate workloads, and a lack of mentorship from senior faculty. Levecque et al. (2017) found that faculty in highly demanding positions—such as those pursuing tenure—are at greater risk for mental health challenges, including anxiety, depression, and burnout. When bullying is added to these pressures, the result is often faculty disengagement or attrition.

The Impact on Nurse Educators and Institutions

The consequences of academic bullying extend beyond the individuals directly affected. Nurse educators who experience bullying report increased stress, reduced job satisfaction, and emotional exhaustion (Clark, Olender, Cardoni, & Kenski, 2011). When educators feel unsupported, their ability to mentor students and contribute to nursing scholarship declines, diminishing the overall quality of nursing education.

This loss of faculty members is particularly concerning, given the ongoing nursing faculty shortage. The American Association of Colleges of Nursing (AACN) reports that thousands of qualified nursing applicants are turned away each year due to a lack of faculty. Bullying-induced faculty turnover exacerbates this crisis, forcing institutions to rely on fewer educators to meet growing educational demands. Furthermore, a toxic workplace culture may discourage younger nurse educators from entering academia, perpetuating the shortage and reducing the profession’s ability to educate future nurses.

Addressing Bullying in Nursing Academia

Given the significant impact of academic bullying, institutions must take proactive steps to identify, manage, and prevent these behaviors.

1. Recognizing and Reporting Bullying

Bullying in academia can be subtle, making it difficult to document and report. However, keeping a record of incidents, including dates, interactions, and effects, can provide necessary evidence when seeking support. Educators should familiarize themselves with their institution’s policies and report bullying through appropriate channels, such as human resources or faculty grievance committees.

2. Fostering a Culture of Civility

Clark et al. (2011) emphasize the importance of fostering a culture of civility within nursing education. Institutions should actively promote respect, professionalism, and mentorship while discouraging competitive or exclusionary behaviors. Faculty development programs that focus on conflict resolution, communication skills, and leadership training can help create a more supportive work environment.

3. Strengthening Institutional Policies

Many academic institutions have workplace violence and anti-bullying policies, but these often go unenforced. Keashly and Neuman (2010) highlight that stronger institutional accountability measures—such as anonymous reporting systems, independent faculty ombudsman offices, and clear disciplinary actions—are needed to address bullying effectively. Institutions must not only implement policies but also actively enforce them.

4. Providing Support and Advocacy

Support networks can be a powerful tool in mitigating the effects of bullying. Connecting with trusted colleagues, mentors, or professional organizations, such as the National League for Nursing (NLN) or AACN, can provide emotional and professional support. Faculty experiencing bullying should seek guidance from legal professionals or faculty unions if institutional responses are inadequate.

5. Prioritizing Self-Care and Career Flexibility

For nurse educators facing persistent bullying, self-care and professional reassessment are critical. Seeking therapy or counseling, practicing mindfulness, and engaging in professional development outside of a toxic work environment can help educators protect their mental well-being. If the workplace culture remains unsupportive, transitioning to a different institution or returning to clinical practice may be a viable option.

Conclusion

Bullying among nurse educators in higher education is a serious yet underrecognized issue that negatively impacts both faculty and students. The hierarchical nature of academia and institutional tolerance for incivility often allow bullying to persist unchecked, leading to faculty burnout, decreased student engagement, and an exacerbation of the nursing faculty shortage. Addressing this issue requires individual advocacy, institutional policy changes, and a cultural shift toward civility and mentorship. By recognizing and addressing bullying in nursing academia, institutions can retain skilled educators, improve faculty well-being, and ultimately strengthen the future of nursing education.

Dr. Robert Lucia is a three-time Bradley University graduate, receiving his undergraduate degree in 2008, his master’s in 2011, and his doctorate in 2019. All three of his degrees were from the College of Education and Health Sciences. Dr. Lucia started his career at the Children’s Hospital of Illinois in 2010 as a mental health provider in Pediatric Palliative Care. He worked closely with patients with devastating diagnoses, companioning them through their end-of-life journey. In 2015, he joined the Cystic Fibrosis Clinic at OSF Healthcare as inpatient clinical coordinator. This innovative role was created to help manage the inpatient consult service for cystic fibrosis patients in both the pediatric and adult setting. This unique RN role utilized the full nursing scope of practice, and the work Dr. Lucia did to reduce 30-day readmission rates was published nationally. In 2019, Dr. Lucia moved into clinical practice in OSF OnCall Urgent Care and eventually was the Lead Provider for the region. He has been teaching in higher education in some capacity since 2010. Dr. Lucia continues to maintain clinical practice in a federal qualified primary care clinic, in addition to a pediatric sleep medicine clinic. Dr. Lucia is passionate about health care leadership and has received training at Harvard University in both Foundational Leadership and Remote Leadership. Additionally, he received training from the University of South Florida in Inclusive and Ethical Leadership.

References

Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice: Nurse leader perspectives. Journal of Nursing Administration, 41(7-8), 324-330. Retrieved from https://pubmed.ncbi.nlm.nih.gov/21799364/

Keashly, L., & Neuman, J. H. (2010). Faculty experiences with bullying in higher education: Causes, consequences, and management. Administrative Theory & Praxis, 32(1), 48–70.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.

Roberts, S. J., DeMarco, R., & Griffin, M. (2009). The effect of oppressed group behaviors on the culture of the nursing workplace: A review of the evidence and interventions for change. Journal of Nursing Management, 17(3), 288-293. Retrieved from https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2834.2008.00959.x

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April 30, 2025
Career-Talk-Embracing-Career-Change-and-finding-your-passion- The Cengage Blog

Reading Time: 3 minutes

Our Career Talk Series invites faculty, former Cengage student ambassadors and Cengage employees to share their unique journeys into their current roles, highlighting the motivations that guided them.

Each talk delves into the unexpected twists and turns that shaped their paths, offering valuable insights and lessons for students as they think about their own future careers.

For this Career Talk discussion, we’re excited to share the experiences of one of our own Cengage leaders. We spoke to Charlotte McLaren, Senior Director of Product Marketing at Cengage Group, whose career in higher education, stretching back over 20 years, has taken her in many directions and given her a deep-rooted sense of appreciation for learning.

Where it began

Charlotte has been at Cengage Group for eight years.

After graduating from The University of Sydney in Sydney, Australia, Charlotte accepted a teaching position at a further education college in Northeast England.

Witnessing her manager’s unwavering compassion and commitment to the students they taught, Charlotte was inspired and motivated to double-down on her own teaching experience. She completed eight weeks of an intensive training course back in Australia to become a secondary music teacher.

Changing direction

Sometimes, it can take time before we realize where our true passion lies. Charlotte was teaching violin and voice and suddenly realized that she wanted to be able to help more than just the students she taught. She went in search of other jobs in education and found herself falling for a different side of higher ed — publishing. After working as a successful sales representative for two and a half years in the state of Queensland, Australia, she realized again that it wasn’t quite the right role for her. She wanted to connect the dots to drive not just sales, but the products and stories themselves. When the opportunity arose to join a marketing team as a Portfolio Marketing Manager for STEM and HSSL (humanities, social sciences and languages), she jumped at it. And things just grew from there. She transitioned into various marketing roles, eventually leading her to move to New York City before landing her first role at Cengage Group as Marketing Director of MindTap. She’s been collaborating with and inspiring those around her ever since.

We don’t know how she does it

During Charlotte’s time at Cengage, she’s seen and done it all. Working in various marketing roles, she’s skillfully managed and overseen our online learning platforms and digital learning solutions, from MindTap and WebAssign to our Cengage Read mobile app and now our AI products.

In her current role, she heads up our U.S. product and platform marketing teams, working closely with external and internal-facing portfolio and product marketing managers across key disciplines. These include STEM, B&E (business and economics), psychology, trades and health care. Charlotte and her team are focused on driving awareness and usage of Cengage’s digital innovations, creating stories that highlight the value of our products, including brand-new first editions and established titles.

Having been given the opportunity to mentor and coach those around her through several leadership roles, she loves being able to help others see their own unique potential. At the end of the day, it’s the conversations Charlotte gets to have with her team members, all with their own points of view and perspectives, that mean so much to her.

“You get the opportunity to help, coach, mentor and support. And I love doing all of that, but I find it’s also…. just being able to have robust discussions with someone and really look at a problem from all angles…and have all the different points of view. I find it energizing to be around…” – Charlotte McLaren, Senior Director of Product Marketing at Cengage Group

“…education is a pretty cool way to spend your life”

Charlotte’s love of education goes deeper than her role at Cengage. For Charlotte, education is all about developing a greater understanding of your identity, values and the world around you. Whether you learn in pursuit of a degree, through on-the-job training or by travelling the world, she believes that education is wide-reaching and anything but one-size-fits-all. Charlotte thinks that it’s those diverse experiences that make us all who we are.

“I think education, on the whole, just makes us… empathetic. It makes you able to critically think about the world around you, examine the things that are coming and not just accept what somebody else tells you. It helps you decide how you feel about something and what you value. And if that’s different from someone else, brilliant. It takes all sorts to make up the world.” – Charlotte McLaren, Senior Director of Product Marketing at Cengage Group

Embracing the unknown

Our careers can take us in surprising and exciting directions, allowing us to connect with many impactful mentors, managers and team members along the way. Charlotte’s story teaches us to appreciate our unique career journeys, learn wherever and however we can and engage with those who hold different perspectives from our own.

Check out additional career-focused articles for tips and strategies from Cengage employees, students, educators and experts.

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April 28, 2025
$webassign-boosts-student-pass-rates-in-developmental-math- The Cengage Blog$

webassign-boosts-student-pass-rates-in-developmental-math- The Cengage Blog

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Melissa Reid, Department Chair at Rowan-Cabarrus Community College, was concerned that students in her developmental math course were lacking critical support from her previous publisher and online learning platform, resulting in discouragingly low pass rate numbers. She was looking for more personalized support that would hopefully jumpstart her students on the pathway to success in future gateway-level math courses.

“…we were blown away.”

After switching to WebAssign in the Fall of 2022, Reid saw major improvements in the level of support both students and faculty members were receiving. She was impressed by how easy course setup was, and how efficiently she was able to coordinate with the WebAssign team to develop customized student content. Most importantly, she loved that students were able to enjoy a personalized learning experience and take advantage of various built-in study resources and features, like “Watch Its.”

The results? Pass rates in Professor Reid’s developmental math course increased by 117% within the span of one semester. Her students are enthusiastic about what WebAssign offers and have been able to develop better concept building skills.

“After we worked with Cengage to create a developmental design, our pass rates dramatically improved! Students often commented about how they enjoyed all of the resources within WebAssign, like the ‘Read Its’ and ‘Watch Its’.” – Melissa Reid

Learn more about how WebAssign helped prepare Professor Reid’s developmental math students for gateway-level math courses, while providing critical support along the way.

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April 14, 2025
Women’s History Month 2025: Moving Forward Together

Reading Time: 7 minutes

During the month of March, we celebrate Women’s History Month. This year’s theme is “Moving Forward Together! Women Educating and Inspiring Generations.” And we can’t think of a better way to celebrate than by paying tribute to the remarkable women educators who are doing just that.

We’re so proud to highlight some of our women faculty partners who are shaping the next generation of experts in fields like astronomy, automotive and math. Your commitment to educating and inspiring students doesn’t go unnoticed. While no words can truly capture the impact you make every day, this is our chance to show our gratitude (and give you the applause you deserve).

Kim Zoldak is a Teaching Assistant Professor at Oklahoma State University. Whether she’s teaching introductory astronomy, astrophysics or physics courses, her passion for sharing the wonders of the universe always shines through. She’s more than just an expert — she’s a guide who sparks curiosity and helps students discover new perspectives and ideas.

As the department’s dedicated teaching professor, Kim is always ready to jump in and teach whichever physics course is needed. So far, that’s included College Physics I & II and University Physics I. Kim’s journey to Oklahoma State started with a B.S. in meteorology from California University of Pennsylvania, followed by a Ph.D. in space and planetary sciences/astrophysics from the University of Arkansas. In addition to teaching, she oversees responsibilities for OSU’s Mendenhall Observatory. Above all, Kim believes that learning should be exciting and accessible to everyone. Her commitment to helping students grow — not just as learners but as thinkers — is what makes her an invaluable part of the OSU community and higher education.

“As a female in a male-dominated area of the sciences, I think that I encourage other females to follow their passion in physics and astronomy simply by being their instructor in these courses. Every year I am seeing more and more women in my classes…When women see other women doing something that they thought was out of their reach — it gives them hope that they can do it too.” – Kim Zoldak

Janalyn Kehm is the Department Chair in the School of Business & Computer Engineering Technology at Spartanburg Community College. Having taught at SCC since 2000, she’s devoted her career to shaping successful student outcomes and promoting meaningful collaboration with faculty members. In this role, she raises the bar, assessing learning needs within business and other courses, and working alongside faculty to develop quality curriculum. Before embarking on her decades-long career in higher education, she received her B.A degree in journalism – advertising/public relations from the University of South Carolina and her M.A degree in computer resource management from Webster University. But Janalyn didn’t stop there, continuing on to pursue her own educational growth by obtaining a Certificate of Graduate Studies in Higher Education Leadership from University of South Carolina and a DBA from California Southern University.

Having been twice recognized by her peers and students with the Faculty of the Year award, she personifies exceptionalism in her field, creating remarkable connections with those she mentors and works with.

After earning her B.S and M.S degrees in mathematics from Texas State University, Ellen Couvillion’s passion for the subject would lead her back there in the form of a teaching career. Now an Associate Professor of Instruction of Mathematics, she practices a growth mindset approach to teaching, prioritizing students’ individual learning needs and unique paths to development.

In a nutshell, Ellen is a star educator, admired as a mentor by her students, and respected by her faculty peers who have an immense appreciation of her teaching contributions. She has won numerous awards, including the Service Excellence Award from the Department of Mathematics and the Favorite Professor Award, courtesy of the Alpha Chi National College Honor Society. Beyond teaching, Ellen immerses herself in every aspect of university life, serving as member, advisor and organizer of several committees, demonstrating her commitment to enhancing and shaping the campus community around her.

Pam Schmelz is an Interim Dean for the School of Information Technology, School of Business, Logistics & Supply Chain and the Garatoni School of Entrepreneurship and Innovation at Ivy Tech Community College. With a lifelong passion for information technology, she’s earned several certifications, including CISSP (Certified Information Systems Security Professional), CCENT (Cisco Entry level Network Technician) and Amazon Cloud Practitioner, to name only a few. As a certified Quality Matters peer reviewer, she lends her critical expertise to the development of online courses, creating a quality learning experience for future generations of students.

Being a consummate innovator with a fierce dedication to helping students thrive, Pam also started up the CyberAcademy at Muscatatuck Urban Training Center in Butlerville, IN. This intense and revolutionary program takes students through the AAS Cybersecurity program in a record-breaking 11 months, providing graduates with essential cybersecurity career skills, setting them for future success and elevating their levels of expertise to new heights.

Samantha Candler is a General Motors World Class Technician with 18 years of experience in the automotive industry. As one of the few female World-Class Technicians and instructors nationwide, she’s no stranger when it comes to breaking down barriers. Her unwavering determination and immeasurable skillset speaks volumes. Before spending 10 years as a technician and 8 years as a GM ASEP Instructor, Samantha long had her sights set on making her mark in the field. Her passion for vehicles began in high school, leading her to achieve the highest level of GM technician training. As an automotive faculty member at Dallas College, she puts her immense knowledge into practice every day in the classroom, inspiring her students and undoubtedly setting an example for what heights they can reach and push beyond.

Samantha would ultimately like to see more women enter the automotive industry, and believes that anyone with the determination to dive in and work hard can succeed. She considers herself fortunate to have worked in a dealership that allowed her the freedom to grow and thrive into the inspiration she is today.

“Being a technician isn’t just about heavy lifting and getting greasy. Women bring unique strengths to automotive work — attention to detail, problem-solving, and adaptability— that are invaluable in today’s evolving automotive field…I’m proud and excited to be a part of the automotive transformation and to be training the next generation of technicians.” – Samantha Candler

Jinhwa Lee is an Assistant Professor of Instruction of Mathematics at Ohio State University and an experienced educator. With a decade’s worth of experience teaching various mathematics courses, Jinhwa believes that all students can grow to become confident learners when given the right tools and individualized support. Her teaching philosophy centers on a common goal — helping students overcome their math anxiety. She wants students to find the fun and relevance within a subject she loves and believes is critical across multiple disciplines.

As an educator, Jinhwa recognizes that her role is part of a much bigger picture. She’s proud to contribute to student development and hopes to inspire her learners to become future leaders in fields like economics, science and engineering.

“…every student can excel with the right support.” – Jinhwa Lee

Monica Hampton is a retired cybersecurity officer, an Adjunct Professor of Cybersecurity and Criminal Justice and an Instructional Designer at Benedict College. Monica’s teaching experience stretches far beyond the higher ed classroom, having previously taught firearms and safety, as well as cybersecurity to law enforcement officers at national and local levels. She now brings personal field experience and real-world insights to her students, teaching undergraduate cybersecurity and criminal justice courses. Before entering the world of cybersecurity, she earned a B.A. degree in criminal justice from the University of Central Florida and an M.A. degree in computer resources and information management from Webster University. Monica took a comprehensive approach to her teaching role. Striving to gain proficiency in both instructional design and the application of rubrics, she obtained a Quality Matters (QM) certification for Applying the QM Rubric and Designing Your Online Course.

Dr. EmmaLeigh Kirchner is an Associate Professor of Criminal Justice and Chair of the Social Justice & Community Health Department at Mercyhurst University. Her experience spans across undergraduate, graduate and study abroad programs, where she teaches multiple courses, both online and in-person. Some of those courses include Methods and Social Science Statistics. Holding a Ph.D. in criminology from Indiana University of Pennsylvania, EmmaLeigh’s focus has been primarily within the higher ed sphere. Yet, she’s also a leading example of how to enact meaningful community-based change outside the classroom. She currently serves on the executive board for the Northeastern Association of Criminal Justice Sciences and is the faculty advisor of the Criminal Justice Association. EmmaLeigh’s various outreach efforts and contributions represent her resolution to make a difference.

Thank you to all of our women faculty partners. You’ve made an incredible educational impact on not only your students and institutions, but on the future of higher education overall.

Women’s History Month reminds us to recognize the incredible achievements and contributions made by women throughout our history.

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March 17, 2025
Black History Month: African Americans and Labor

Reading Time: 3 minutes

This February 2025, we’re honoring Black History Month. The 2025 theme is “African Americans and Labor,” emphasizing the impact Black Americans have made through various working roles.

We’d like to recognize the significant contributions of three Black educators who helped shape the future of higher education, breaking down barriers and inspiring generations of learners and educational leaders.

Mary McLeod Bethune

Mary McLeod Bethune is regarded as one of the most significant Black educators and civil rights activists of the 20th century. The daughter of formerly enslaved parents, Bethune believed education was key to opening the doors of opportunity for Black Americans. She founded the Daytona Normal and Industrial Institute for Negro Girls in Daytona, Florida, in 1904, serving as president of the school. The school was eventually combined with the Cookman Institute for Men in 1923 (other sources cite 1929), merging to form the Bethune-Cookman College, Bethune becoming the first Black woman to serve as a college president. The college was one of the few institutions where Black students could seek a college degree. And as of fall 2023, Bethune-Cookman University enrolled 2,415 undergraduate students.

Mary McLeod Bethune, Schomburg Center for Research in Black Culture, Photographs and Prints Division, The New York Public Library. (1940 – 1949).

Kelly Miller

Kelly Miller was a groundbreaking educator, mathematician and writer, becoming the first Black man to attend Johns Hopkins University for post-graduate study. He would go on to eventually join Howard University’s faculty as a mathematics professor, helping found the American Negro Academy in 1897, the first organization for Black scholars and artists.

Miller introduced sociology to Howard’s curriculum in 1895, becoming the first person to teach the subject at the university. Eventually becoming dean of Howard’s College of Arts and Sciences in 1907, he worked to add new natural and social science courses, transforming the curriculum. Due to his tireless recruitment efforts across the south, student enrollment tripled during his first four years in that position.

Kelly Miller, LL.D. Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library. (1904).

Mary Jane Patterson

Becoming the first Black woman to receive a bachelor’s degree when she graduated from Oberlin College in 1862, Mary Jane Patterson quickly established herself as trailblazer. She devoted her career to education, teaching at the Institute of Colored Youth, now known as Cheyney University, eventually becoming the school principal at the Preparatory High School for Colored Youth, the first U.S. public high school for Black Americans. The Mary Jane Patterson Scholarship was established in 2019, which aims to support post-baccalaureate students who are interested in teaching in urban classrooms.

Mary Jane Patterson, first Black woman to be granted a bachelor’s degree in the U.S. (Oberlin College, 1862). Photo retrieved from Oberlin College Archives.

During this Black History Month 2025, we celebrate the contributions of these three Black educators whose accomplishments continue to ring out throughout higher education today.

If you’re interested in history content for your course, we encourage you to browse our history catalog.

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February 19, 2025
A Wicked Perspective: Faculty and Leadership in Academia – Faculty Focus

I remember seeing the musical Wicked while finishing my doctoral studies. The experience was so impactful that it led me to change my dissertation topic to focus on the idea of perspective. In just two and a half hours, the Wicked Witch of the West, a figure who epitomized evil in my childhood, was transformed into a reluctant hero.

Fast forward 16 years, and I recently watched the new Wicked movie, which once again made me reflect on the nuances of perception. No longer a doctoral student, I am now a tenured, full professor and division head of a large program. While many things have changed over these years, my perspective has evolved the most.

I now see the story of Wicked not only as a tale of deep emotional sisterhood between seemingly different young women but also through the lens of older characters. As I have matured, I draw parallels between Shiz/Land of Oz and university life/academia, viewing it with a more seasoned perspective. Though some aspects have changed, much remains poignantly familiar.

After seeing Wicked for the first time, I was struck by the theme of perception, particularly as it was manipulated through the use of green glasses. In the stage musical Wicked and the book Wizard of Oz, when people entered the Emerald City, they were required by the Great and Powerful Oz to wear these glasses, supposedly for their protection. In reality, this requirement was a means to control perception, creating the illusion that everything was green, even the city itself. This cleverly demonstrates how easily the Wizard manipulated the beliefs of the people of Oz, blurring the line between reality and illusion (Baum, 1944; Schwartz, 2003).

Faculty Archetypes

As a leader working with both newer and seasoned faculty, I see clear parallels between the characters in Wicked and the faculty in academic institutions. Galinda, Elphaba, and Fiyero all represent different types of faculty members that you might find in the academy.

Galinda: Most faculty members start out as Galinda. Galinda represents those who comply with administrative directives in hopes of achieving their personal ambitions. They often exhibit blind obedience to authority, believing it is the right and expected thing to do. This type of obedience may be seen by authority as commendable, but it can have terrible consequences, especially if leaders lack ethical conviction themselves (Drummond-Smith, 2018).

Fiyero: Fiyero embodies those who care deeply but are unsure where to direct their efforts, often opting to “dance through life” and appear lazy to outsiders. These faculty members often join an organization with little direction or understanding of what is expected. They want to fulfill their responsibilities and contribute to the organization, but not at the expense of what is important to them personally.

Elphaba: Elphaba symbolizes those who strive to do what is right, only to find their efforts are sometimes unappreciated or misdirected. She enters the institution with the same hopes and desires to ‘do good’ as other faculty members, but slowly realizes the social improprieties occurring and wants to make a change. When she attempts to bring about this change, she discovers that the people she had trusted, like the Wizard, are working for their own power rather than the good of the people they are supposed to help. This type of faculty member experiences a similar journey, where they begin to see the institution’s true nature and point out its inequalities and harms. As a result, leadership may demonize them.

Lessons from the Wizard

What struck me profoundly was how the leadership in Wicked, epitomized by the Wizard and Madame Morrible, reflects some of the troubling aspects of leadership in academia today. There’s often a lot of spectacle and distraction—what the right hand is doing—while the left hand goes unnoticed. Leadership narratives are spun to serve their interests, often at the expense of their people, faculty, staff, and even students. This manipulation becomes so pervasive that, much like the citizens of Oz, we start accepting these skewed narratives as truth.

The Wizard in The Wizard of Oz is a master manipulator who maintains his power through deceit and the strategic use of fear. He creates a façade of benevolence while orchestrating a system that keeps the citizens of Oz under his control, often by exploiting their fears and desires. One of his most significant manipulations is the enforcement of wearing green glasses in the Emerald City, creating the illusion that everything is green and prosperous. This tactic symbolizes how he manipulates perception to maintain his authority. The Wizard’s ability to spin narratives to suit his agenda is met with varying responses from the people of Oz. Some, like Galinda, comply and align with the Wizard’s directives to advance their own ambitions, believing that their loyalty will be rewarded. Others, like Fiyero, remain apathetic, choosing to ignore the deeper issues to avoid conflict. In contrast, individuals like Elphaba see through the Wizard’s deceptions and attempt to challenge his authority, though they often face severe repercussions. This dynamic illustrates how the Wizard’s manipulation fosters a culture where self-interest and survival often take precedence over truth and integrity.

Removing the Green Glasses

University leaders can sometimes employ tactics similar to those of the Wizard to maintain control and keep faculty and staff in line. They might use strategic communication and narrative control to shape perceptions and manage dissent. For instance, they may emphasize positive achievements and downplay or obscure less favorable aspects of their administration to create an illusion of overall success and stability. This selective transparency can manipulate faculty and staff into believing that the institution is performing better than it actually is.

Additionally, university leaders might leverage fear and uncertainty to suppress opposition. By fostering a culture where speaking out against administrative policies or decisions could result in professional repercussions, such as stalled promotions or reduced funding, they can discourage faculty and staff from voicing dissent or challenging the status quo.

Leaders can also employ favoritism, rewarding those who align with their directives and vision with desirable positions, opportunities, or resources. This was used masterfully in Wicked by Madama Morville and The Wizard. This type of tactic can create a divide among faculty and staff, encouraging compliance and loyalty from those seeking to advance their careers or secure benefits, while isolating and marginalizing those who are critical or resistant.

Furthermore, much like the green glasses in the Emerald City, university leaders might implement policies or create initiatives that give the appearance of progress and inclusivity, without addressing the underlying issues. This superficial commitment to change can placate concerns temporarily, convincing faculty and staff that their interests are being considered, while actual structural or cultural problems remain unaddressed.

In essence, by controlling the narrative, instilling fear of reprisal, rewarding compliance, and creating illusions of progress, university leaders can manipulate faculty and staff to align with their agenda and maintain their hold on power. Wicked offers a rich tapestry of characters and leadership dynamics that resonate deeply with academic life. The musical’s portrayal of perspective, ambition, and manipulation provides valuable insights into the complexities, falsehoods, and the tightening grip of leadership within Oz. This reflective image can be easily seen in leadership within the academy as well, and should serve as a dire warning to what can happen if too many faculty decide that, “Something has changed within me…I’m through with playing by the rules of someone else’s game.” It is time that we, fellow Ozzians and academics, decide to take off our green glasses and open our eyes to the importance of maintaining integrity and awareness in our professional roles.

Dr. Rebecca (Becky) Fredrickson has served in multiple capacities supporting education over the past 30 years. This includes serving the public schools as a classroom aide, teacher, leader, and in higher education as a faculty member and in differing leadership roles at the local, state and national levels. Her current research, service, and teaching focus on making education accessible to underserved communities through a lens of critical leadership theory.

References

Baum, L. F. (1944). The Wizard of Oz. Doubleday: New York.

Drummond-Smith, I. (2018). “Yes, sir”: Leadership and blind obedience in hierarchical organizations. https://www.emerald.com/insight/content/doi/10.1108/ijes-04-2017-0016

Schwart, S. (2003). Wicked: A New Musical. Decca Broadway, New York.

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January 27, 2025
Embracing the Silence – Faculty Focus

This article first appeared in The Teaching Professor on December 17, 2018 © Magna Publications. All rights reserved. Try a FREE three-week trial of The Teaching Professor!

First snowflakes of the season today. Winter is settling in out here in the Pennsylvania countryside. It’s quiet, no birdsongs in the morning, few leaves left on the trees to rustle, and frost muting the crunch of those on the ground. In the woods where I walk, the silence brings everything else into sharper focus.

We don’t always think about silence positively. Visitors sometimes tell us it’s too quiet out here. They feel anxious. Silence can be awkward—we’ve all that those moments of not knowing what to say. It can also feel like an affront. Ask a question in class, hear the silence, and feel a small surge of anger. It’s a confrontation. It’s students’ way of saying that they don’t want to sit at this learning table we’ve so carefully set. The emotions motivate us to act. We move in, force a response that then disappoints.

Silence does have all these negative meanings but in courses it can also provide the space needed to process the question, to search for the answer, to contemplate possible responses, to think of the question that comes before the one that’s been asked. And there are other positive meanings to silence as well. Sometimes there are no words; the best response is reverential silence. “Under certain conditions, silence might be the most appropriate response, because it is only in silence that any possible meaning can be found.” (p. 197) We stand in silent awe before a sunset, a masterpiece, or a selfless sacrifice.

I need silence to think, to focus, to concentrate. For some of us that may not be the absence of noise but a kind internal quiet like the woods here in winter, that settling sense that comes when things are as they should be. The space has been cleared and now thinking can occur. Parker Palmer describes “the vital role silence has always played in the life of the mind. Imagine Charles Darwin observing his finches or Jane Austen facing a blank page or Karl Marx at his hushed table in the British Museum or Barbara McClintock journeying inward to imagine herself as a gene.…How sad it is that the academy seems to understand so little of silence, that academics so often confuse the capacity to make public noise with true intellectual powers.” (p. 164)

But there is something wonderful about noise in the classroom or an online discussion. Students talking, making comments, to each other, preferably about the content. Students impatiently raising their hands while I’m talking, thinking what they’ve got to say is more important, and sometimes it is. One comment after another popping up on the screen. But to orchestrate the chaos of a classroom and make room for learning I have to be quiet inside. I can unfurl classroom dynamics only when I give them my full undivided attention.

We need silence to listen—to ourselves and to others—and that’s the silence we have such a hard time finding. We listen to others, but with thoughts racing as we construct a response. We wait for that short pause and quickly interject what we have to say. We don’t have time, can’t find a place and sometimes simply ignore the need to listen to what that voice inside has to say. It rarely speaks loudly but it affects teaching dramatically.

We pause, we reflect, and in the stillness we have a chance to listen to the small voice inside.

December is a noisy month but mostly it’s full of good sounds; music we love, family conversations, relatives arriving, friends checking in, excited children, food preparations, gatherings around tables, hustling and bustling. But it’s also a season that lends itself to quiet times. Another set of courses has ended, another year is all but over. We pause, we reflect, and in the stillness we have a chance to listen to that small voice inside. It speaks truth about who we are as teachers, as family members, and friends. It’s the voice that honors what we’ve accomplished and yet calls us to be more. It makes us feel thankful. We have work to do that matters and makes a difference.

My thinking about silence has been changed by a long and difficult piece I’m making my way through. I’ll put the reference below although it’s not light holiday reading. It’s big on understanding silence more broadly and positively. “The Western mystics and Eastern Buddhist masters prompt us to learn how to experience silence, to ‘wrap our words around spaces without words and leave them wordless.’” (p. 200) That’s a fine thought for the season.

Maryellen Weimer, PhD has edited The Teaching Professor since 1987. She is a Penn State Professor Emeritus of Teaching and Learning. In addition to editorship of the newsletter, Dr. Weimer has authored and edited eight books; most recently Learner-Centered Teaching and Enhancing Scholarly Work on Teaching and Learning.

References

Zemlylas, M. and Michaelides, P. (2004). The sound of silence in pedagogy. Educational Theory, 54 (2), 193-2004.

Palmer, P. (2002). “Meeting for Learning” revisited: Trailing Quaker crumbs through the wilderness of higher education. M. L. Birkel, ed., The Inward Teaching: Essays to Honor Paul A. Lacey. Richmond, Indiana: The Earlham College Press.

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December 18, 2024