Destructive Leadership and Organizational Culture as the Predecessors of Academic Mobbing

Öz

While global trends like university rankings and neoliberal policies have changed the operation of the higher education systems worldwide, they brought a new managerial understanding that prioritized competition and quantification of performance over collegiality and quality. This transformation rendered values like trust and professionalism hollow, weakened the relationships among faculty and directors, and eventually prepared a suitable ground for mobbing to flourish. The study aims to examine the phenomenon of academic mobbing from the perspectives of Turkish faculty based on Hofstede’s Cultural Dimensions Model. 12 semi-structured in-depth interviews with the targeted faculty working at different universities in Ankara, İstanbul, Konya and Eskişehir were conducted. The major findings of the study were as follows: the perpetrators of mobbing were the directors who adopted autocratic and laissez-faire leadership styles and had good relationships with in-group members; academic culture was described with threat, fear, jealousy, humiliation, high-powerdistance and collectivisms, all of which triggered mobbing; the targeted faculty were determined, strong and self-confident in nature as well as impulsive and aggressive at times; mobbing predominantly ended in resignation, psychological and psychosomatic problems, and the lack of belonging; the top two coping strategies were getting social support and facing the mobbers; and the most frequent suggestions were for leaders to ensure meritocracy, for faculty to leave the institution the soonest time possible, and for the state to create a mobbing law. Finally, it is recommended that democratic and transformative leadership styles be used at universities and independent expert groups inspect them.

Anahtar Kelimeler

• Mobbing
• academia
• higher education
• leadership
• culture
• faculty members

Akademik Mobbing’in Öncülleri olarak Yıkıcı Liderlik ve Örgütsel Kültür

Öz

Üniversite sıralamaları ve neoliberal politikalar gibi küresel eğilimler tüm dünyada yükseköğretim sistemlerinin işleyişini değiştirirken beraberinde getirdikleri yeni yönetsel anlayış, mesleki işbirliği ve kalite yerine rekabete ve performansın sayısal ölçütlerle değerlendirilmesine öncelik verdi. Bu dönüşüm, güven ve profesyonellik gibi kavramların içini boşalttı, öğretim elemanları ile yöneticiler arasındaki ilişkileri zayıflattı ve sonunda mobbingin gelişmesi için uygun bir ortam hazırladı. Bu çalışma, akademik mobbing olgusunu, Hofstede’nin Kültürel Boyutlar Modeli’ne dayandırarak, Türk öğretim elemanlarının bakış açısından incelemeyi hedeflemektedir. 12 yarı yapılandırılmış mülakat, Ankara, İstanbul, Konya ve Eskişehir’de farklı üniversitelerde çalışan mobbinge maruz kalmış öğretim elemanı ile gerçekleştirilmiştir. Çalışmanın temel bulguları şu şekildedir: mobbingin failleri, otokratik ve serbest bırakıcı liderlik biçimlerini benimseyen ve iç-grup üyeleriyle iyi ilişkiler içinde olan yöneticilerdir; akademik kültür, tehdit, korku, kıskançlık, küçük görme, yüksek-güç-mesafesi ve kolektivizm ile tanımlanmış ve tüm bunlar mobbingi tırmandırmıştır; mobbing mağduru öğretim elemanları yapı olarak kararlı, güçlü ve özgüvenli oldukları kadar zaman zaman fevri ve agresif olarak da tanımlanabilir; mobbing olgusu büyük oranda istifa, psikolojik ve psikosomatik problemler ve aidiyet duygusunun kaybı ile sonuçlanmıştır; ilk iki başa çıkma stratejisi, sosyal destek alma ve faillerle yüzleşmektir; en sıklıkla dile getirilen öneriler, liderler açısından liyakati sağlamak, öğretim elemanları açısından işyerinden en kısa sürede ayrılmak ve devlet içinse mobbing yasası çıkarmaktır. Son olarak, üniversitelerde demokratik ve dönüşümcü liderlik biçimlerinin kullanılması ve üniversitelerin bağımsız uzman grupları tarafından denetlenmesi önerilmektedir.

Anahtar Kelimeler

• mobbing
• akademi
• yükseköğretim
• liderlik
• kültür
• öğretim elemanı

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