22 SES 01 C, The Dark Side of Academia: Cheating and Incivilities
The concept of incivility has been widely investigated throughout the last decade, with studies motivated mostly by its negative impact on employees and organizations. Organizational researchers perceive incivility to be a manifestation of workplace deviance (Taylor and Pattie, 2014) and to be more prevalent, but also subtler, than other interpersonal misconducts, such as bullying or aggression, which are considered more intense forms of misconduct (citation removed for blinding, 2014). Nevertheless, despite extensive research, little is known concerning the antecedents or outcomes of incivility (Schilpzand et al., 2015). While a variety of dispositional, behavioural and situational antecedents to incivility have been explored (Cortina et al., 2013; Lim and Lee, 2011; Schilpzand et al., 2015; Walsh et al., 2012), the contribution of targets’ capabilities and/or skills remains unmapped (Schilpzand et al., 2015). Specifically, the links between Emotional Intelligence (EI) and incivility have yet to be addressed. Thus, only a few studies have examined the relationships between EI skills and workplace incivility and the role of EI either as a moderating agent (Bibi et al., 2013) or as a potential (theoretical) remedy (Sheehan, 1999). Moreover, the available studies have not addressed the role of EI as a possible antecedent to perceived incivility and have not assessed its impacts within the specific context of higher education and more specifically, Faculty Incivility (FI) (incivility in academia and among students and faculty members). As recent data has shown links between low levels of EI to a range of deviant interactions, and while EI development has been suggested as a way to deal with deviant behaviours (Sheehan, 1999), it can be postulated that EI can detain incivility
(H1) EI is negatively correlated with FI.
Another gap in the available literature on the subject concerns possible links between gender and incivility. Data concerning gender differences and perceived incivility has revealed inconsistent results. While Lim and Lee (2011) reported that men encounter incivilities more often than women, others have noted that women are more likely be victimized by uncivil interactions as compared with men (Cortina et al., 2013; Schilpzand et al., 2015). To date, the contribution of gender to perceived incivility, and in particular to the antecedents or impacts of incivility, is not fully understood.
Similarly, results regarding the role of gender differences in EI are inconclusive. While some researchers have found women to have higher average total EI than men (Ciarrochi et al., 2000), others have not found such gender-related differences (Cavallo and Brienza, 2002). Nevertheless, several of these latter authors did note that women scored higher than men on specific EI capabilities, mainly self-awareness and awareness of others' emotions (Zeidner et al., 2012).
To date, no research has focused on of the links between EI and FI (Faculty Incivility) within the framework of gender.
In line with the above, the following additional research hypotheses were formulated.
(H2) There will be no gender differences in the correlation between the overall score of EI and FI for male and female participants.
(H3) The correlations between specific EI skills and incivility would be different for men as compared with women.
The current study aims to illuminate the role of gender differences in perceiving and mitigating the implications of faculty incivility. Thus far the relationship between EI and FI in the framework of gender were not assessed.
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