Warning: chronic bullying is hazardous to the academy's health

Stress and harassment cost the sector millions of pounds in lost work days and feed a culture of human misery, says Sally Hunt.

I first encountered bullying in higher education when I was a regional official. I was astounded to discover that the problem was worse than in the stereotypically tough world of banking, where I had worked before. University and College Union surveys suggest that the problem still blights our sector.

More than one third of respondents to a UCU survey last year found bullying by their managers to be at "very stressful" levels, and another 2007 survey, by Jeremy Waddington for UCU, listed bullying and/or harassment as the most common concern among the 4,000 UCU members polled. Professor Waddington said the UCU was the only union of all those he had surveyed over the years that cited bullying as the issue most likely to be brought to the attention of branch officials.

Bullying is not only stressful for the individual concerned, it is also costly to the employer and, in higher education, detrimental to staff and students. The Department of Health reported that, overall, an average of 3.6 per cent of a company or organisation's salary budget is paid to people absent from work due to stress-related illness; moreover, the Health and Safety Executive has said that bullying is a key element in stress-related workplace illness and costs employers millions of lost days every year. Worryingly, stress-related illness and absence levels in education are substantially above the national average.

The UCU has taken bold steps to get to the root of the problem. We will continue to support individuals who are subjected to bullying and harassment but, perhaps more importantly, we will be challenging the policy and funding contexts that license bullying behaviour.

The impact on the individual is often compounded in those institutions that refuse to recognise the problem. Colleagues who may be in a position to help are more likely to keep silent through fear of reprisal and are unwilling to offer statements criticising the university.

Often those colleagues are also suffering at the hands of bullies as well, but they feel unable to come forward. Unless there are people prepared to break the silence and to refuse to continue to suffer, whole departments and even institutions can continue to get away with a bullying culture and will never be forced to address the problem.

In the academy, grinding people down through a macho culture dressed up as natural selection is still prevalent. Staff who wish to enjoy some sort of work-life balance or a career break to bring up a family should not be dismissed as being weak.

The aggressive nature of the research assessment exercise served to highlight this very problem. Women who took career breaks to have children, for example, were less likely to be counted as research active. Although the 2001 RAE had warm words about staff who have taken maternity leave or other career breaks not being discriminated against, the raw data suggested otherwise.

The issues raised by the RAE affect all academics, not just women, because it was an inherently flawed way of allocating funding that created job insecurity and competition when what the sector needed was a culture of long-term stability and teamwork.

I think it is a source of great shame for UK higher education that only the hotel and catering sector employs a greater percentage of staff on temporary contracts. The widespread use of fixed-term contracts is the unacceptable underbelly of higher education.

Despite specific guidance agreed by the employers and trade unions to discourage the abuse of fixed-term contracts, universities seem to be ignoring it and persisting with short-term and short-sighted employment practices.

The best brains in Britain can find themselves trapped in positions of insecurity, with their only real alternative lying in jobs abroad or outside higher education. It is these employees who, understandably, will rarely have the courage to speak out, and it is often they who require the greatest support.

It is precisely this culture that needs to be addressed in our universities. I am not advocating, as I read recently, a "boo-hoo" culture ("Infantilised students and staff rapped", Times Higher Education, 12 June). I want to see an environment where talent is nurtured, rather than crushed, and where what you can do, rather than the extra hours you can put in, is truly valued.

The UCU considers bullies to be health-and-safety hazards, who should be risk assessed and then prevented from being dangers to their colleagues. There are some higher education institutions that treat bullying and harassment as a serious problem. However, there are still too many that do not. Whatever the reason, it is inexcusable for those institutions to carry on in that vein, and the UCU will not tolerate it.

Postscript: Sally Hunt is general secretary, University and College Union.

From: http://www.timeshighereducation.co.uk
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AG 11 July, 2008

And this from the general secretary who allows her own officials, both paid and voluntary, to bully those who would stand up for justice and fair play, and from a union that has just approved a change at a university that permits those suffering from work-related stress and depression to be stigmatised and differentiated upon their return to work, from others who are signed off sick for prolonged periods. Such hypocrisy is totally unacceptable, but regrettably the norm for this union.
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Please contribute your own comments on the UCU role on workplace bullying in higher education, by visiting The Times Higher Education and adding your comment at the bottom of the article.

And the winner is... Loughborough University

Loughborough University awarded Divestors of People standard.

At 1:33 PM , Anonymous said...

Couldn't agree more about Loughborough. The policies are not worth the pixels it takes to show them on the web page. (They don't give you a hard copy to save trees apparently!)

Management is a shambles, complainants are "exterminated" and serial bullies are allowed off with a counselling session at best.

Staff in some depts live in fear of being the next victim as they see another person go on long term work related stress sick leave and then never come back.

Morale is through the roof and yes most staff wonder how on earth we do so well in these awards. LU is the most shambolic place I have ever worked.

Worse still they keep bleating on about how they want to be a fabulous employer, sending round surveys about stress and bullying etc, setting up working groups running the dreaded PD sessions but missing the all important bit about feeding back the findings to staff and the DOING SOMETHING ABOUT IT!

P.S. If LU win please let the Loughborough Echo know I would love to see that story in print.
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Anonymous said...

I wish nominate Loughborough University under the following categories from your list:

2. Loughborough has a doctrinaire and patronising 3-year probation system that ignores staff's previous work experience and particularly works against those from overseas, women who have had career breaks and people who have entered acadaemia as a second career. It is basically a big stick to hit staff with for the RAE. Probationary staff have to produce 2 RAE outputs for each year of probation. Highly experienced people find themselves having to attend staff development courses aimed at the needs of teaching assistants and new lecturers. Written from a limited disciplinary standpoint (usually engineering), they are rolled out across the whole of the university, whether or not they're relevant.

3. Every word of 3 applies. There are few women in senior positions. Many women compain of institutionalised sexism. The long hours culture discriminates against those with family and caring responsibiities.

4. The fact that Loughborough runs a course on emotional intelligence for managers says it all. It appears to have little impact.

5. Junior staff are over-managed and intimidated, particularly in regard to RAE output. Conversely many long-serving members of staff receive virtually no career development and are given no encouragement to apply for promotion. Needless to say, many of the latter are women. New workload agreements, which have cut teaching contact hours, have produced high levels of stress amongst staff due to having to deliver the same material in less time and consequent falling standards (which are of course blamed on staff) and student complaints.

6. Decisions are made in authoritarian and undemocractic ways, despite a plethora of committees. Staff constantly complain about meddling in their research and a lack of understanding of work that is outside of the dominant disciplines in the university.

7. Staff are extremely demoralised. Long-standing members of staff are routinely threatened with teaching-only contracts. No recognition is given to outstanding teachers. Furthermore, such is the pressure for research that teaching is regarded as a nuisance and increasingly given over to postgraduates, many of them MA students. Undergraduates complain bitterly about reduced contact time (see above). How, Loughborough is no 1 in the student experience chart is a mystery to staff.

8. Management has gone from bad to worse and staff are afraid to speak out.

9. There are huge levels of work-related stress. HR lets cases reach crisis point when early intervention and mediation might have resolved issues. Confidential information about complainants is often disclosed by HR to devastating effect. The return to work policy, although sound in principle, is often not properly implemented.

10. Internal grievance and disciplinary procedures are used to silence staff, often as a pre-emptive strike to discredit them before they can make their own complaint.

11. Every word applies.

Lest we forget...

http://www.skorupskislaw.com/website%20title.html

http://www.sirpeterscott.com/

http://arts.uwaterloo.ca/~kwesthue/mobnews06.htm

http://why-diana.blogspot.com/

http://www.badapplebullies.com/index.htm

http://onebananashort.org/home.html

http://chronicle.com/jobs/blogs/onhiring/603

Games vs. Politics - How to Deal with the Difference

We often think about "playing the game" — either with relish or repugnance. Whatever your level of skill or interest, you'll do better if you see workplace politics as it is. It is not a game.

We all know that workplace politics can affect our level of success and even happiness. Whatever your skill level, you'll do better if you recognize that workplace politics isn't a game in the usual sense. Understanding how it differs from sports or parlor games can enhance your chances of success.

Games vs. Politics - How to Deal with the Difference

• A real game has rules that everyone follows. In politics, the rules change and they're open to interpretation.
  
  
• Appealing to precedent or to others' sense of fairness doesn't work. Think beyond precedent.
  
  
• A real game has referees and judges. In workplace politics, there are no officials and there is no appeals process. Participants do whatever makes sense to them.
  
  
• Seeking justice is a waste of time. Instead, try to achieve your goals by staying within your own ethics.
  
  
• A real game has periods of play and rest — four quarters, nine innings, half time, a seventh inning stretch. Workplace politics is 24/7. It can be an extreme endurance test.
  
  
• Monitor your own energy reserves. Avoid being consumed by the passions of the action. Rest when you can.
  
  
• A real game has finite duration — eventually, the game ends. Workplace politics is endless. As long as the organization exists, and you work there, you participate in its politics.
  
  
• Be aware that people might remember anything you do. Don't do anything you would want to cover up later. Even if you're never discovered, the knowledge can be a burden.
  
  
• A real game has fixed teams of uniformed players. In workplace politics, there might be alliances, but they're changeable, and you can't always tell who's on which team. Some people play for multiple teams.
  
  
• Even people you trust can be more loyal to themselves than to you. You yourself might someday have to do something like that. Understand and accept that this can happen, and that we all do the best we can.
  
  
• In a real game, the teams are similar in size, structure and mission. Each team scores in roughly the same way. In workplace politics, the factions differ markedly in size, power, and mission.
  
  
• The resources available to political alliances are unique and unpredictable. Success depends on learning to use what you have, rather than acquiring what you think you need.
  
  
• A real game has spectators who watch but who don't actually play. In workplace politics, there are no spectators — we're all affected by what happens. Some of us participate actively, some passively, but we all participate.
  
  
• Playing for the audience is futile — most people are too busy with their own stuff to watch you. Only one person is truly worth impressing — yourself. Behave in ways you can be proud of.
  
  
• Politics and games are similar in one important way — winning a game requires skills specific to that game. To be successful politically, we must learn to see things as they are. And we can begin by realizing that workplace politics is not a game.
  

From: http://www.chacocanyon.com/pointlookout/010307.shtml

A letter to Sally Hunt (Moran, Blumsohn)

Sally Hunt is currently General Secretary of the University and College Union (UCU), and the last General Secretary of the Association of University Teachers (UK) prior to its merger with NATFHE to form the UCU. The below letter from Rhetta Moran and myself is self explanatory. See also this and this for some background.




For pdf version of letter and attachments see here. For many other UK cases involving AUT/UCU/NAFTHE inaction see the extensive Bullied Academics blog

From: http://scientific-misconduct.blogspot.com/2008/07/letter-to-sally-hunt-moran-blumsohn.html

Rhetta Moran, David Healy - and the language of academic bullying

My friend Rhetta Moran was fired from Salford University (a "greater" Manchester University) in 2005 under very unusual circumstances.

There are fascinating linguistic aspects of sham university procedures and integrity scandals. Rhetta's research was said to be "no longer compatible with the school".

A key problem facing academia in the UK is the lack of any plausible institution that speaks up for integrity and the values of a university. As Rhetta states, "One would have though that the idea of "compatible" or "incompatible" research would be something that should interest an academic union".

This brief summary of Rhetta's story serves as a prelude to my next post about a joint letter we wrote to Sally Hunt about the dismal integrity failures of the Association of University Teachers (AUT). Hunt is currently General Secretary of the University and College Union (UCU), and the last General Secretary of the AUT the merger with NATFHE to form the UCU.

The idea of "incompatible" research formed a key part of the scandalous firing of Professor David Healy at the University of Toronto. Following a lecture during which Healy expressed concerns about the integrity of pharmaceutical research, Dr. David Goldbloom fired him, stating that : "We believe that it is not a good fit between you and the role as leader of an academic program in mood and anxiety disorders at the Centre and in relation to the University. This view was solidified by your recent appearance at the Centre in the context of an academic lecture. While you are held in high regard as a scholar of the history of modem psychiatry, we do not feel your approach is compatible with the goals for development of the academic and clinical resource that we have."

In contrast to supine academic unions in the UK, some other academic unions (most notably the Canadian Association of University Teachers) have acted vigorously to defend many academics confronted by important assaults on integrity.

I will let Rhetta introduce herself:

Dr Rhetta Moran, 1 July 2008

I was dismissed by the University of Salford under unusual circumstances in 2005 following a previously successful academic career. During the previous year, I had been the lead investigator in a publicly funded project (Salford RAPAR SRB5) which was designed to collate accurate information about housing, health, employment, economic, personal safety and education problems involving people seeking asylum. The project was funded through the Office of the Deputy Prime Minister. Clearly this was a contentious project.

No factually plausible reasons for my dismissal as an academic under such circumstances have ever been provided. Employers appear to exercise the right to dismiss staff on the most thinly constructed grounds, or even no grounds at all, such as unspecified research "incompatibility". The university returned all grant funds including a newly obtained one (£192,316) from the European Social Fund.

I have learned that legal structures designed to deal with employment disputes have almost no relevance to academic integrity. Neither, unfortunately, did the Association of University Teachers (AUT).

We now know that the PCT Chief Executive, Mike Burrows, wrote to my "boss" Professor Michael Harloe and told him I was being removed from leadership of the research in April 2004. This was very shortly after a newspaper article appeared in the Observer. In this article (March 28, 2004) the Observer described how young asylum-seeking women were having to go underground in Salford. Drawing on work and contacts provided by myself, it cited me as follows:

People have been dumped in Salford, but without resources,' says Dr Rhetta Moran, a senior research fellow at the Revans Institute with overall responsibility for the Salford RAPAR project. 'There was no additional support for local practitioners. There is not one immigration solicitor in the whole city. And it leads to bitterness because this is a place where locals have been making their own demands on the council for years.

Other staff employed on the project were threatened with immediate suspension for gross misconduct if they had anything to do with me. It appears that there was an attempt to induce staff to accuse me of bullying, but they declined to do so. The following month I received a letter of dismissal John Dobson, who advised that my research was no longer "compatible" with the school. Dobson as it happens is also the current President of Salford University UCU.

This lack of "compatibility" was never explained.

One would have though that the idea of "compatible" or "incompatible" research would be something that should interest an academic union. The AUT attempted to induce to me to go along with a sham process as well as a gag agreement while ignoring every principle involved. Their silence has been deafening.

The university then stated that the reason for my dismissal was because I was "redundant" - a truly marvellous tautology.

I was finally sacked in January 2005, the day before the Deputy Prime Minister announced the opening of the Central Salford Urban Regeneration Company, in which my former boss Vice Chancellor, Michael Harloe has major involvement.

It is not clear whether any "incompatibility" might be down to fear of research or academic discussion that a City Council or conflicted academic leadership would find uncomfortable. It would be good to know.

From: http://scientific-misconduct.blogspot.com/2008/07/rhetta-moran-david-healy-and-language.html

Academic to be disciplined for offering extra lessons

An academic is facing disciplinary action for giving his students extra tuition in his spare time. Bernard H Casey ran the refresher session to give undergraduates additional help at the end of an economics course. But now he has been warned by Birkbeck, University of London, that the extra lessons broke university rules - and may have had a "detrimental impact" on students.

Dr Casey, an economics lecturer, has been summoned to an official disciplinary hearing where he faces an official reprimand. Bernard H Casey ran the refresher session to give undergraduates additional help at the end of an economics course.

Dr Casey, an economics lecturer, has been summoned to an official disciplinary hearing where he faces an official reprimand. Fellow academics branded the action "ludicrous" and said universities were becoming bogged down in bureaucracy.

The row erupted when senior staff at Birkbeck decided to cut Dr Casey's course in quantitative economic methods from 24 to 22 weeks.

He decided to offer students an extra session at the end of the course to go over any outstanding questions - and asked officials at Birkbeck for room for up to two hours. But he was told by a senior manager that he must stick to the designated 22 sessions allocated for the module.

Dr Casey told Times Higher Education magazine: "The reply was 'no'. I talked to the students and said, look, this is a bit silly, but let's hold a session anyway. A colleague arranged a room, and we went along and did it."

But when officials at the university found out they launched an investigation. A series of emails passed between Dr Casey and senior staff reveal how he has now been ordered to attend a disciplinary hearing.

He was told: "The purpose of this meeting is to establish if your decision to hold a revision class was in violation of instruction from line management. In addition the investigation will consider the potential detrimental impact on the students taking the course."

Senior managers also demanded to know how many students took part and what costs were involved.

Dr Casey refused to name students at the "illegal" class. He insisted he had incurred travel costs "and purchased a cup of tea", but would not make an expenses claim. The decision to pursue disciplinary action is thought to have been motivated by his refusal to follow university rules.

Dr Casey, who actually works at another university and teaches part-time at Birkbeck, said: "The problem with Birkbeck is that it's stacking itself up with extraordinary amounts of admin staff and reducing teaching staff, but that's a standard story these days,"

Birkbeck refused to comment while disciplinary procedures continued. But other academics said the move underlined the extent to which lecturers were being undermined by bureaucracy.

UCU general secretary, Sally Hunt, said: "Education professionals consistently top tables of the most unpaid overtime put in each year. The dedication of staff to their subject and their students, whilst often exploited, remains astonishing. We cannot build a world class education sector on the exploitation of staff, but to suggest we punish, rather than reward, those who continue to show such dedication is ludicrous."

From: http://www.telegraph.co.uk

What goes around will come around eventually...

Anonymous said:

I believe that these psychopaths do not so much create clones as end up with only those who admire them or can stomach working for them.

I was a manager in a department where somehow, though a lot of movement in the organisation, we ended up with a number of senior managers who all knew each other from way back when and who all had the same nasty temperament.

I kept a low profile and they must have thought I was going along fine because I was called into my managers' office one day and told that he had two jobs for me. The first was to increase the workload on part time working women to get them to either quit or accept a permanent full-time position, the second was to regularly change the schedule of a specific worker with mental illness and then to document "evidence of his incompetence" so that he could be dismissed by these managers who felt uncomfortable working with him. They knew that this man did not deal well with changes to his routine and that this could possibly lead to him having another breakdown, but they did not care. He was a good, quiet worker, who did his job well and I had no problems with him.

When I made it clear to them that I would resist any attempts by them to unlawfully dismiss this person I became an outcast myself and was mercilessly bullied. I simply refused to quit or move on (sheer bloody stubbornness at their cheek to try and ruin my career) until I came back from annual leave one day to find I'd been moved to a new department during my absence under the guise of it being a "development opportunity". I'd mentioned once, somewhere in an appraisal, that I would like to spend some time in that department and this was used as a reason for moving me from my role into a secondment in a junior role. My salary was the same and although I resented it I decided to take advantage of the opportunity offered and excelled in my new role, was offered a permanent position in the new department and now, 4 years later, I am doing very well thank you, while that lot have all left for one reason or another.

If your organisation is not totally rotten what goes around will come around eventually.

Columbia University awarded Divestors of People Standard

Columbia University awarded Divestors of People Standard.
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Academic bullying, or “mobbing,” is common at Columbia University — especially in the “pink collar” departments (e.g. social work, education). It’s impossible to fight because it’s completely a part of the culture here. The sad thing is that we lose the best doctoral students as a result because they see this nonsense for what it is. If they fight it, we get rid of them. Or, if they’re tired, they just leave.

It’s a crime of epic proportions and very few people are talking about it.

— Columbia Prof Jun 26, 11:55 AM
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Academic bullying, or “mobbing,” is common at Columbia University — especially in the “pink collar” departments (e.g. social work, education). It’s impossible to fight because it’s completely a part of the culture here.

This is a very perceptive observation (about the “pink collar” departments as places prone to a bullying culture). At Columbia the Madonna Constantine case is surely a classic example. This can spread to other parts of a campus via divisions of Student Affairs, which have their cultural origin in programs like social work and education. One only has to look at the controlling culture of Student Affairs programs (speech codes, behavior codes, thought control, emotional manipulation) to see that this has less to do with politics per se and everything to do with psychological bullying.

— Student Affairs Observer Jun 28, 10:58 PM
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At Columbia, a colleague reported the social work school to the Fed for grant fraud. She had four boxes of evidence.

Meanwhile, the wife of one of the adjuncts (who had some lowly clerical/clinical position) befriended this colleague. This “wife” reported everything she was told to the deans.

Long story short, this wife now has a faculty position and our colleague was raked over the coals (e.g. she had a sick family member and the school threatened her with eviction from Columbia housing).

Higher ed is one nasty business.

— Another Columbia Prof Jul 2, 11:25 AM