Examining Toxic Supervision In Higher Education in India

Autor/inn/en	Shahnawaz, Mohammad Ghazi; Siddiqi, Nasrina
Titel	Examining Toxic Supervision In Higher Education in India
Quelle	In: Higher Education Evaluation and Development, 17 (2023) 1, S.2-22 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/HEED-06-2021-0047
Schlagwörter	Foreign Countries; Supervisors; Supervisor Supervisee Relationship; College Students; Productivity; Anxiety; Learner Engagement; Leadership Styles; Personality Traits; Prediction; Student Attitudes; India + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Produktivität; Angst; Führungsstil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Vorhersage; Schülerverhalten; Indien
Abstract	Purpose: With issues like increasing student dropout rates, low productivity and compromised quality, research in higher education is faced with a number of paralyzing challenges in India. This study aims to locate the role of toxic academic supervision in relation to decreased quality of research. Design/methodology/approach: Following a sequential mixed method design, the research begins with a quantitative analysis, which is then followed by an in-depth qualitative exploration. Findings: The results of mediation analysis in this study reveal that students who experience toxic research supervision have a weak sense of identification and are also poor at self-disclosure, which results in increased distress and reduced engagement and productivity. Moreover, identification and self-disclosure have also been found to partially mediate the relationship between toxic supervision and distress. Furthermore, a thematic analysis of this study provides a detailed behavioral profile of toxic academic supervisors and highlights the consequences of such supervision with regard to students' well-being and productivity. Research limitations/implications: In terms of theoretical contributions, the study provides evidence that the concept of toxic leadership has applicability outside of the organizational context; in the educational sphere as well and that the toxic leadership scale can be successfully used to assess the severity of toxic supervision within the academic domain, and corrective actions can be taken to mitigate the effect of such supervisory style on students. Practical implications: The study not only highlights the repercussions of toxicity in academia and higher education but also provides a detailed and in-depth description of the personality traits and behavioral idiosyncrasies of toxic supervisors, which can help in the early identification of toxic tendencies and can enable us to mitigate and prevent toxicity from the academic space and to ensure a conducive environment for students in higher education. Overall, the present research has important implications for researchers, academicians as well as policymakers. Originality/value: The study is the first of its kind in terms of both, objective and methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01