Bullying in higher education has become a global concern on college campuses and is occurring there in face-to-face encounters and through social media. Bullying contributes to hundreds of thousands of students dropping out of their higher education programs annually. This study brings more awareness to the uncivil behaviors occurring on college campuses. It uses for its conceptual framework the fourth of the Seven Vectors of Identity Development articulated by Chickering and Reisser: developing mature interpersonal relationships. This study's 2 guiding questions investigated whether bullying took place on a single college campus and how the bullying revealed itself. Further, this study used qualitative methods to gather data through face-to-face semistructured interviews conducted on the institution's campus. The sample size for this study was 8 alumni. Its findings are based on individual participant perceptions that were analyzed for themes recurring throughout the interviews. These themes provided insight into the overall campus climate in the local setting as it pertains to bullying activities in a higher education context. The findings revealed that bullying does occur on the campus of the institution studied. In conclusion, these findings may contribute to positive social change by encouraging future research and may influence higher education administrators to take steps to mitigate the risks of bullying on their campuses.

Higher education instructors experience many uncivil behavior challenges among students in the classroom that affect learning. The purpose of this qualitative study was to investigate the effect of higher education classroom management behavior strategies on learning. Guided by Bandura's social learning theory and Piaget's cognitive theory, the research questions were designed to explore the perceptions of instructors and students about classroom management behavior strategies used in college settings and how student classroom incivility affects learning. The study included a panel of experts to aid in determining the feasibility of the project study protocol, testing the adequacy of research instruments, and identifying weaknesses in a study. There were 19 prewritten open-ended interview questions used to gather in-depth feelings, attitudes, and perceptions of 5 instructors' and 5 students' experiences toward classroom incivility from a 2-year college in Texas. Participant interviews were transcribed using open, axial, and selective coding to identify common themes. Discipline referral reports and researcher observation notes were gathered to triangulate the data. The findings indicated the instructors needed training on how to better manage uncivil classroom behaviors among students. The findings were used to develop a professional development training called "Classroom Incivility: Address it Now, Later, or Never." This project resulting from the study could have a direct effect on positive social change by equipping instructors with better tools to effectively manage uncivil behavior among students in their classrooms.

Workplace incivility is increasing in prevalence and is associated with increased job stress, depression, and anxiety; it is also associated with decreased productivity, job satisfaction, and organizational commitment. Despite the monetary and psychosocial cost of incivility to organizations and individuals, little research has focused on mitigation strategies. The purpose of this correlational study was to determine the relationships between emotional intelligence and instigation of workplace incivility. The theoretical framework was emotional intelligence theory. The central research question posited that higher levels of emotional intelligence are inversely related to instigated workplace incivility. Data were collected electronically from 260 full time employed adult men and women in the United States using the Instigated Workplace Incivility Scale and the Trait Emotional Intelligence Questionnaire Short Form. Hypotheses were tested using Pearson's correlation coefficient and stepwise multiple regression analysis. Findings showed that instigation of workplace incivility was significantly inversely correlated with global trait emotional intelligence (r = -.23, p = .001) and with the emotional intelligence subscales of self-control (r = - .25, p = .001) and emotionality (r = -.21, p = .001). Stepwise multiple regression analysis showed that younger age and lower levels of self-control and emotionality predicted higher levels of incivility. Social change implications include the potential for organizational leaders to preempt incivility by developing employees' emotional intelligence through training and education. Future research is needed to investigate the impact of emotional intelligence training on incivility and key outcomes (e.g., job stress, job satisfaction, productivity, etc.).

The purpose of this study was to test a multi-level mediation model of incivility. Specifically, it was proposed that predictors of workplace incivility at the individual, group, and organizational level would be related to each other and negative individual outcomes. It was also proposed that the relationship between these predictors and outcomes would be mediated by workplace incivility victimization. Two hundred twenty eight participants completed an online survey through Amazon’s Mechanical Turk. Results indicated that variables at all three levels (i.e., civility climate, group norms for civility, and individual characteristics) were related to one another and predictive of negative individual outcomes. Results also indicated preliminary support for the mediating role of workplace incivility experiences in these relationships and the overall model. Workplace incivility significantly moderated all of the relationships between predictor and criterion variables. Implications and limitations of these findings are discussed, and several directions for future research on workplace incivility are explored.