The purpose of this paper is to explore how the exclusionary work environment characterized by ostracism impacts full-time faculty experiences and responses in higher educational institutions working in eastern and collectivist culture of Pakistan.
Using a qualitative phenomenological approach, the data were gathered form 25 ostracized full-time faculty working in the public and private universities in Lahore, Pakistan via in-depth semi-structured interviews. The interviews are subsequently recorded, transcribed and analyzed by thematic analysis using NVivo 11 Plus software.
Prosocial work outcomes coupled with high intensity of negative psychological impacts were traced based on the re-inclusion expectations, long-term relational contract, the socially interdependent, collaborative and collectivist culture of academic settings. However, the faculty indicated, in case of chronic exposure to ostracism they will engage in negative outcomes such as withdrawal, decrease in performance and resignation.
The results of this study can be used by the university administration to develop an inclusive and non-discriminatory culture. This can be done by devising policies for information sharing, better formal and informal relationships in full-time teaching faculty along with grievance mechanism to minimize the occurrence of workplace ostracism.
The study promotes the understating of exclusionary work environments in academic settings. It has shown that the full-time faculty from all levels, specifically lecturers, experience workplace ostracism. This study has highlighted the specific contextual factors and temporal trends that shape the unique nature and responses (i.e. more social exclusion, prosocial responses and higher psychological distress) to ostracism in scantly researched academic settings in Pakistan.
Bilal, A.R., Fatima, T. and Imran, M.K. (2019), "Why ostracized full-time faculty should not be labeled as “low performer”? A qualitative insight from higher education in Pakistan", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-12-2018-0267Download as .RIS
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