Final Report
Factors Influencing Leaders in Academia Series:
Workplace Incivility at Canadian Business
Schools in the Post-Pandemic Society
September 2023
Authored by:
Dr. Leda Stawnychko, PhD (she/her)
Assistant Professor, Strategy and Organizational Theory
Bissett School of Business
Mount Royal University
Funded by: Business Schools Association of Canada

Land Acknowledgement

Mount Royal University is located in the traditional territories
of the Niitsitapi (Blackfoot) and the people of the
Treaty 7 region in Southern Alberta,
which includes the Siksika, the Piikani, the Kainai,
the Tsuut’ina, and the Îyârhe Nakoda.
The City of Calgary is also home to the Métis Nation.

Table of Contents
Executive Summary ..................................................................................................................... 3
Introduction ................................................................................................................................. 4
Literature Review ......................................................................................................................... 5
Methods ....................................................................................................................................... 7
Findings ........................................................................................................................................ 8
Key Takeaways .......................................................................................................................... 13
Recommendations .................................................................................................................... 14
Strengths and Limitations ........................................................................................................ 15
Future Directions ....................................................................................................................... 16
References ................................................................................................................................. 17
Appendix – Interview Protocol ................................................................................................ 19

Executive Summary
This study explores workplace incivility experienced by business school leaders as victims and
managers of these behaviours. The following primary research questions guided the
investigation:
1. What acts of incivility do academic leaders encounter?
2. What are the causes and impacts of these behaviours?
3. What strategies do leaders employ to manage incivility?
The study, conducted in the winter of 2023, utilized a qualitative research approach that
integrated constructivist philosophy with inductive research methods. The study participants
included deans, associate deans, and department chairs from Athabasca University’s Faculty of
Business, the University of Calgary’s Haskayne School of Business, the University of Alberta’s
Alberta School of Business, and the University of Lethbridge’s Dhillon School of Business. These
institutions were selected because their mandates and organizational structures as researchintensive universities governed under the Province of Alberta’s Post-secondary Learning Act are
similar.
A thematic analysis was used to analyze the data collected from the semi-structured interviews.
The results showed that incivility is ubiquitous, largely unaddressed, and significantly impacts
leaders, faculty members, and their schools.
The report presents two recommendations highlighting the critical need to support academic
leadership development and civility education and awareness.

Introduction
Workplace incivility is a counterproductive behaviour representing a milder form of workplace
abuse, encompassing subtle, rude, and disrespectful actions. These actions include belittling,
humiliating, or demeaning comments and spreading gossip and rumours (Heffernan & Bosetti,
2023). Although these behaviours may not always be intended to cause harm explicitly, they
adversely affect victims and organizations (Foulk et al., 2016; Heffernan & Bosetti, 2023; Namin et
al., 2022; Porath & Pearson, 2013).
Across various sectors, most employees admit to occasionally displaying uncivil behaviour and
experiencing negative behaviours from others (Porath, 2016; Namin et al., 2022). These
behaviours are predominantly written or verbal, often passive, indirect, and nuanced.
This report presents the results of the "Factors Influencing Leaders in Academia Series:
Workplace Incivility at Business Schools in the Post-Pandemic Society" study, funded by the
Business Schools Association of Canada. The research explores leadership and organizational
culture challenges related to workplace incivility and bullying in Canadian universities.
The report is structured into seven sections, comprehensively analyzing incivility in Canadian
business schools. It includes a literature review, outlines the research methods used for the
investigation, and presents the relevant findings. The report concludes with key takeaways,
recommendations, strengths and limitations, and potential directions for further research.

Literature Review
This section examines the relevant empirical studies, concepts, and theories that shaped the
researcher’s understanding of incivility in post-secondary settings. From the review, the
researcher concluded that while the phenomenon had been previously explored, a gap
remained for a more comprehensive investigation, specifically within the Canadian framework.
Workplace incivility, while generally less severe than bullying or harassment, reveals a disregard
for others (Andersson & Pearson, 1999). Uncivil behaviours, whether verbal, non-verbal, or
written, manifest as impolite, discourteous, belittling, humiliating, and rude. Given their subtle
nature and the ambiguous intent behind them, victims frequently find it challenging to identify or
report these actions, while leaders hesitate to address them.
Faculty members and academic leaders increasingly report facing incivility and hostile
behaviours at universities. The negative interactions often originate within their institutions and
external entities (Heffernan & Bosetti, 2023; Keashly, 2023). Incivility research in higher education
is still in its early phases. However, findings suggest that approximately 40% of faculty members
experience such behaviours, with those from equity-seeking groups being targeted more
frequently (Katuna, 2019; Keashly, 2021; Keashly et al., 2012).
Much of the prevailing research has focused on student-driven incivility, lateral aggression
among academic peers, and top-down aggression, where senior leaders target those below
them in the university hierarchy, including deans (Heffernan & Bosetti, 2023; Twale, 2017).
However, a new study revealed that 80% of deans experienced incivility, mostly from faculty
members within their units (Heffernan & Bosetti, 2023).
Several factors fuel this trend toward incivility, including personality traits, ingrained biases, and
the overarching organizational climate. The often subtle and veiled intent behind uncivil actions
can arise from a perpetrator's lack of self-awareness, emotional intelligence, or ignorance about
how their words and actions impact their colleagues (Namin et al., 2022; Porath, 2018; Twale,
2017).

Implicit biases held by individuals often manifest as unintended yet
tangible microaggressions, particularly towards minority groups.
Despite the holder's self-perception as an equality advocate, these
biases can contribute to subdued forms of racism and sexism
(Ozturk & Berber, 2022). Historical remnants of a predominantly
white, male-dominated sector manifest in deeply ingrained
gendered expectations, often resulting in women being treated as
subordinates (Bergquist & Pawlak, 2007; Katuna, 2019; Keashly et
al., 2012). A significant disparity persists in academic leadership
roles, with women and racialized individuals considerably
underrepresented despite forming a significant part of the student
body and faculty (Universities Canada, 2019).
Power imbalances and a passion for scholarly preeminence,
especially between senior and junior faculty, can inadvertently
alienate peers (Porath & Pearson, 2013). A disconcerting
consequence is that victims of incivility may inadvertently transform
into aggressors, further perpetuating toxic cultures (Foulk et al.,
2016; Torkelson et al., 2016; Twale, 2017). Academic leaders,
sometimes unintentionally but at other times consciously, might
perpetuate or exacerbate such behaviours by neglecting to
address them or mishandling complainants (King & Piotrowski,
2015). The detrimental effects are profound, likened to "a
thousand slings and arrows" that continually degrade individuals
and the broader organizational environment (Johnson & Indvik,
2001, p. 706).

______
The detrimental
effects are
profound,
likened to “a
thousand slings
of arrows” that
continually
degrade
individuals and
the broader
organizational
environment.

Methods
Methods
This study explores the experiences and perceptions of academic leaders regarding workplace
incivility. A qualitative research approach was employed, merging constructivist philosophy with
inductive research methods (Crotty, 1998).
Data Collection
To take part in the study, participants were required to hold a tenured academic appointment
and occupy the role of dean, vice dean, associate or assistant dean, or chair in their school of
business. Based on this criteria, 47 faculty members from Athabasca University, the University of
Alberta, the University of Calgary, and the University of Lethbridge were eligible to participate.
These institutions were selected because of their similar mandate and organizational structure as
research-intensive universities governed under the Province of Alberta’s Post-secondary Learning
Act (Alberta Government, 2020). All eligible faculty received emailed invitations, of which 13
were accepted, resulting in a 28% response rate. The participants provided their informed
consent. The 60-minute semi-structured interviews, conducted face-to-face or via Google Meet,
were completed between March 15 and June 12, 2023.
Data Analysis and Reporting
Data analysis was executed using NVivo software, adhering to the methods outlined by Braun
and Clarke (2022) and Merriam and Tisdell (2016). The principal investigator simultaneously
collected, coded and analyzed the data using thematic analysis and constant comparative
methods. To maintain confidentiality, participants are referred to as “Academic Leader # [_] and
all gender-specific pronouns were replaced with gender-neutral "they/them" in the study results.
The interview protocol is included in the Appendix.
Ethics
This research was approved by the Human Research Ethics Board of Mount Royal University
(103221), The University of Calgary Conjoint Faculties Research Ethics Board (REB22-1845), and
The Athabasca University Research Ethics Board (25094). Clearance was also received from The
University of Lethbridge Office of Research and Innovation Services and The University of Alberta
Research Ethics Office.

Findings
Pervasiveness: ‘That’s just academia ’
All 13 participants shared experiences of encountering incivility in their workplace, emphasizing
its multidirectional origins and describing it as “just academia.” They provided examples
originating from students, faculty members, fellow academic leaders, and external stakeholders,
including donors and a faculty association.
Student incivility emerged as a complex challenge for the study participants. They underscored
the intricate interplay of heightened emotions, expectations, and adversities faced by today’s
students and, in some instances, their parents. The participants provided examples of
interactions that included screaming, verbal attacks, aggression, and rudeness, highlighting the
daunting task of navigating these interactions with empathy and compassion. Whether such
behaviours were a temporary aftermath of COVID-19 or indicative of a broader cultural shift
remained a subject of contemplation and concern.
Over this last year, I've had a lot of students be beyond defensive. They're coming out
attacking, “How dare I accuse them of this?” and “Don't I know that they have all these
medical issues, anxiety and depression?” The anger that these young people have is
immense, and I am trying to bridge that with compassion and empathy, but it's tough…
We've been trying to figure out, “Is this just a momentary blip? Is this a post-COVID thing
that it's going to resolve itself? Or is this a new normal for young people that are coming
into post-secondary?”
[Academic Leader #5]
Incivility from faculty members represented another intricate layer of challenges for academic
leaders. Participants pointed to behind-the-scenes conversations and backtalk as the norm in
their units. The toxic behaviours manifested in various ways, including overt rudeness and
aggressiveness, both in private and public settings, and more covert tactics like gaslighting.
Several participants noted a concerning trend where their communications were forwarded or
responded to with a broader audience with added veiled messages aimed at discrediting and
undermining them. Others cited deliberate attempts to disrupt meetings or instances where they
faced public humiliation. Additionally, the participants provided examples of faculty members'
passive-aggressive behaviours, which one leader described as “masterful" and upsetting.

Incivility from fellow academic leaders revealed a deeply personal aspect of participants'
challenges. They felt betrayed upon discovering colleagues participating in damaging backtalk
or contributing to narratives that undermined them. One leader remarked, "That's not incivility;
that's just academia." However, beneath this acceptance was a history of interactions involving
bullying and humiliation by fellow academic leaders.
That's not incivility; that's just academia. I had some specific incidents of being bullied, but I
have tended to get that from people who were my superior, associate deans, deans, and
that sort of thing… It is absolutely 100% rampant and happens all the time… The repeated
humiliations; this low-intensity, rude, discourteous, aggressive behaviour, it's all lowintensity bull**.
[Academic Leader # 9]
Lastly, incivility stemming from external stakeholders added another dimension to the
complexities academic leaders faced. One participant shared an example of interactions with a
donor that escalated into high-pressure situations. The leader felt trapped between fulfilling their
academic duties and appeasing the influential benefactor. A particularly distressing encounter
involved a donor adamantly opposing a School’s initiative, even though it aligned with research
trends and student preferences. The relentless pressure from the donor was so overwhelming
that the leader felt they were on the brink of "having a heart attack." The participant summed up
the challenge of navigating such situations as, "You have to find a way to just take a beating."
Causes: ‘They don't realize how their comments impact other people’
The insights gathered from participants underscored the multidimensional causes of incivility
within their academic settings. These causes spanned from individual personalities and
temperaments to deeply rooted biases, further extending into their institutions' broader
organizational culture. Faculty members' personalities were frequently identified as significant
drivers of uncivil behaviours. Participants recounted instances where a sense of superiority and a
lack of self-awareness and emotional intelligence resulted in faculty members routinely offending
others. Such comments often stemmed from a failure to genuinely understand the effects that
their words have on others.
Let's be honest; there's sometimes a lack of self-awareness with a lot of academics… they
don't realize how their comments impact other people. I was out for dinner with my spouse
and a colleague who told me that I would never be hired at another academic institution
and that I was lucky to work here. So that's incivility. But again, I don't think this person
understood that because why would you say something like that in a social setting when
you're out for dinner with the person?
[Academic Leader # 8]

The participants’ testimonies highlighted how societal biases were also prevalent in the academic
environments. The historical backdrop of academia, primarily shaped by patriarchal constructs
and power dynamics, alongside current societal prejudices, cultivated settings where incivility,
even if unintentional, thrived. Immigrant leaders spoke about encountering episodes of racial
and cultural insensitivity. However, they hesitated to admit the behaviours were offensive
because they appreciated their new homeland and privileged University position. The prevalent
issue of 'mansplaining' was an example of such biases in action toward women in academic
leadership roles.
I definitely get mansplained all the time, and it comes from multiple directions. I have had
several male faculty members explain my own discipline to me. They've explained to me
how to do the [title] role, even though they've never held one themselves. From above, I've
had members of the senior executive make gross assumptions about the points I'm trying
to make because they think they know better than I do what my own mind is.
[Academic Leader #13]
Faculty members' sense of superiority, biases, and a lack of self-awareness shaped organizational
cultures where rudeness became normalized. Deeply ingrained values of power, hierarchy, and
entitlement defined these environments. This, coupled with an absence of adequate institutional
support, intensified the culture of incivility. Moreover, leaders, particularly below the dean level,
expressed that they were ill-equipped or supported to manage uncivil behaviours, leaving many
unresolved issues and entrenching toxic behavioural patterns. A recurrent complaint among
participants was the undue importance given to research accomplishments over pedagogical
expertise.
We've been trying to deal with second-class citizenry for many years. Basically, a group of
people feel that others treat them as inferior, and I see it because I've experienced it a lot
from research faculty. People who are top publishers who get the most credit look down on
others and sometimes send very aggressive emails or will outright say things.
[Academic Leader #2]
Impact: ‘It's not w orth it for me’
Participants' narratives illuminated the profound effects of incivility on their personal well-being
and the faculty, staff, and the broader academic units they led. On a personal level, experiencing
or witnessing incivility led to heightened stress levels, feelings of unease, sleep disturbances,
demoralization, and anxieties about potential reputational damage. This adverse impact on their
well-being undermined their leadership practice and effectiveness in their roles.

It's just incredibly stressful and upsetting. It can impact your sleep, and it really affected my
ability to do my job as [title]. When your authority is constantly questioned, and you can’t
really do what you’re supposed to do, for example, you’re supposed to allocate courses to
faculty to teach, but there’s a constant disruption and the questioning of everything. To the
point where I just didn’t feel that I should hold meetings or send communications because I
expected some kind of retaliation.
[Academic Leader #7]
The effects of incivility also permeated the participants' units. They described a prevailing
"collective silence" within their areas, noting faculty members retreating to their offices to avoid
interactions. Other observed behaviours included junior faculty members acting excessively
deferential, faculty of all ranks leaving the university, and academic leaders hesitating to make
decisions.
A lot of academic leaders don’t want to make decisions because they’ll just get punted
down the road. They’re afraid, too. They fear making a decision that is going to anger
somebody. If anybody really showed ambition for a while here, they were cut off. Some
people were run right out of the faculty. We lost some good researchers because of that, it
wasn’t just junior faculty, there were also some senior-level people.
[Academic Leader #11]
From a broader institutional perspective, incivility posed significant consequences, especially
regarding succession planning. Participants revealed that some faculty members, despite
possessing the requisite leadership potential and drive, hesitated to assume leadership roles to
avoid becoming targets of uncivil behaviour. This hesitancy deprived the school of significant
leadership potential and narrowed the pipeline for senior positions at the dean's level.
We have a lot of people with good ideas, innovation, and the drive and interest to do
something, but they say, “It's not worth it for me.” You know what? “If that's what it's like
when I'm at this level, what's it going to be like if I get higher?” That is why I don't think the
right people end up in academic leadership. I don't see a lot of really brilliant, inspiring
leaders in those roles.
[Academic Leader #9]
Strategies: ‘Apologize, learn, and move on’
Comments from participants, particularly below the dean level, indicated a need for more
support and knowledge regarding institutional policies and strategies to address uncivil
behaviours. Most deans understood the institutional policy. However, they acknowledged that
implementing policy to correct behaviour or dismiss faculty, when necessary, was labourintensive and could take years to finalize.

Study participants who proactively managed incivility in their areas underscored the importance
of self-awareness and accountability. This self-awareness and sense of responsibility were often
deepened through discussions within their leadership networks. By connecting and collaborating
with peers facing similar challenges, these leaders found solace, advice, and innovative solutions
to implement in their contexts. They also emphasized the value of “listening with curiosity” and
promptly apologizing if they acted uncivilly themselves.
A simple apology on the spot is needed once you realize that you did something wrong.
That would solve the issue in one out of ten cases. Something else may need to be done
but start with a simple acknowledgement and apology once you realize that something
went wrong for the person who is the victim. Let them explain their feelings and
acknowledge that you're going to make mistakes. You don't need to walk on eggshells.
You're going to make mistakes. Apologize, learn, and move on.
[Academic Leader #10]
To support faculty in their areas, some participants described taking a direct approach by
privately addressing uncivil behaviours, aiming to make individuals aware of the inappropriate
nature of their actions. One participant emphasized the delicate nature of these conversations,
noting that they often met with denial. This leader stressed the importance of remaining
inquisitive, thoughtful, and open-minded, genuinely striving to understand the underlying
motivations behind such behaviours.
I'll just take them afterwards and say, “That was really offside” but for the most part, they
don't necessarily agree and think that I misunderstood… You can't control what other
people do, but you're not going to help them unless you have a full understanding of “Why
do they think this way? Where did that come from?” And by the way, they might be right.
So, I want to understand.
[Academic Leader #1]
In summary, the pervasiveness of incivility in business schools is a multifaceted concern deeply
rooted in individual biases, power dynamics, and broader institutional cultures. The narrative
accounts from the study participants underscored the complexities of managing uncivil
behaviours. They emphasized their significant impact on their personal well-being, leadership
efficacy, and institutional succession planning. These leaders highlighted the importance of selfawareness, accountability, and open dialogue in fostering mutual respect and understanding.

Key Takeaways
This research illuminated several salient points concerning incivility's dimensions, causes, and
impact in academia. The findings unveiled complexities within the academic environment and
shed light on the underlying institutional dynamics. The essence of these research findings is
concisely captured in the subsequent key takeaways:
Multidimensional Origins of Incivility
Incivility in academia is pervasive and has multidirectional origins, stemming from students,
faculty members, academic leaders, and external stakeholders. While incivility from students may
be influenced by external factors, such as the aftermath of the COVID-19 pandemic, incivility
among faculty members, academic leaders, and external stakeholders is deeply ingrained in
academia's institutional culture and power dynamics.
Underlying Causes and Institutional Culture
The leading causes of incivility are connected to individual personalities, temperaments, and
societal biases deeply embedded in the patriarchal constructs of academia. A significant driver is
the lack of self-awareness among faculty members, coupled with a sense of superiority.
Organizational cultures that prioritize research achievements over pedagogical expertise further
entrench incivility.
Adverse Impact on Well-being and Leadership
Incivility leads to profound personal effects, such as stress, anxiety, sleep disturbances, and an
undermined ability to lead. Incivility also affects the broader academic community, causing
faculty members to retreat, making leaders hesitant in decision-making, and hindering the
identification and nurturing of potential leadership talent.
Addressing Incivility through Self-awareness and Accountability
Addressing incivility requires a combination of institutional policies and personal actions.
Leaders stressed the importance of self-awareness, accountability, and open dialogue. Key
strategies included apologizing for mistakes, conversing directly with offenders about
inappropriate behaviours, and seeking to build mutual understanding through curiosity and
open-mindedness.

Recommendations
The purpose of this study was to better understand workplace incivility as experienced by
business school leaders, both as victims and managers of these behaviours. The study identified
that incivility was pervasive and multidimensional and had a palpable impact on leaders, faculty
members and the institution. A notable finding was the need for more knowledge and support
available to academic leaders, particularly those below the dean level, to counteract incivility in
their areas. Given these insights, the following recommendations are proposed:
Academic Leadership Development
To promote healthy organizational cultures, academic leaders could be offered opportunities to
strengthen their leadership skills. Schools may emphasize the importance of establishing and
leveraging leadership networks for timely support and provide training in emotional intelligence,
conflict management, and interpersonal skills. Additionally, ensuring that these leaders are wellversed in the accountabilities of their roles and institutional policy can enable them to address
uncivil behaviours in their areas more effectively.
Civility Education and Awareness
To raise awareness of the detrimental impact of incivility and foster a productive academic
environment, all faculty, staff, and students could be engaged in a comprehensive education
initiative. Schools may implement awareness campaigns, workshops, and seminars highlighting
the effects of uncivil behaviours and promoting mutual respect and understanding. By ensuring
that every stakeholder is informed about the nuances of incivility, institutions can cultivate an
inclusive environment where all members feel valued and respected.

Strengths and
Limitations
This research stands out in its scope, capturing perspectives from academic leaders across four
separate universities, thus offering a multifaceted view of the phenomenon. The diverse
representation not only strengthened the trustworthiness of the findings but also enhanced
potential transferability to other academic settings.
The insights derived from the
participants represent a subset of the
academic leadership population and
thus might not have comprehensively
captured the full spectrum of
experiences, views, and contexts
present in Canadian business schools.
Moreover, the study's primary lens is on
the experiences of academic leaders,
which could lead to the inadvertent
overlooking of insights from other
crucial stakeholders like faculty
members, students, and administrative
staff.

To promote healthy organizational
cultures, academic leaders could be
offered opportunities to strengthen
their leadership skills.

Future Directions
Future research could incorporate more diverse viewpoints by broadening the participant
demographic and criteria across various post-secondary institutions. Quantitative measures, such
as structured surveys or questionnaires, could complement the qualitative data in future studies.
Such approaches allow for identifying patterns or trends potentially prevalent in larger
populations.
Given that the efficacy of institutional support systems emerged as a significant concern in this
study, subsequent research might consider a systematic evaluation of existing policies and
support mechanisms across different institutions. These insights may allow intervention strategies
to be developed and tested to address incivility.

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Appendix:
Interview Protocol
The study sought to better understand academic leaders' experiences, including those from equitydeserving groups, as recipients of workplace incivility and the strategies they have found helpful to
manage the behaviours. The following questions were asked:
1.
2.
3.
4.

How long have you been in your current leadership role?
What are the top 3 qualities needed for academic leadership these days?
Overall, what are the biggest intrinsic and extrinsic rewards of your role?
What are the biggest internal and external challenges of your role? What do you anticipate
will be the most important challenges in the future? How prepared do you feel to face
these challenges?
5. Do you self-identify as a member of an equity-deserving group as defined by your
institution? If yes, Are you comfortable sharing with us which group or groups? How has
this factor impacted the way others treat you in your faculty?
6. What shifts have you observed in organizational culture attributable to the COVID-19
pandemic? Please share examples of 1) positive/helpful shifts and 2) negative/problematic
shifts.
7. Workplace incivility refers to low-intensity rude, discourteous, or aggressive behaviour.
Some examples include belittling others through rudeness, humiliation, or sarcasm,
disrupting meetings, sending unkind email messages, talking about others behind their
back, and disregarding or intentionally misinterpreting instructions or requests. Have you
been a target of workplace incivility? If so, please list some examples.
8. How do these behaviours impact your personal life, career, and unit?
9. What institutional supports have you utilized to manage the behaviours? What have been
the results?
10. What skills do you consider essential to manage incivility in your unit? How did you go
about developing these skills? What resources would you recommend to others interested
in developing these skills?
11. What skills do future leaders likely need to develop, and how can they go about it?
12. Lastly, what advice would you share with incoming academic leaders who wish to prepare
for the role?