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Numerous studies have examined effective or positive leadership styles and their effects on employees and organizational outcomes. In recent years, toxic leadership has drawn the attention of several organizations, and toxic managers undoubtedly harm an organization’s social, economic and individual quality of life. This study aims to examine academicians’ perceptions of toxic leadership behavior exhibited by their immediate leaders in the higher education sector.

A qualitative interpretive phenomenological research design was used, and data was analyzed using Clarke & Braun’s thematic analysis method. Data were collected through individual semi-structured interviews with 26 teachers from the technical education sector within higher education who had five years or more of experience in the higher education sector.

Five themes emerged from the teacher's narratives based on the research questions that were framed with the help of expert opinions and a thorough literature review (“frequency of occurrences,” “outward behavior,” “repercussions,” “coping strategies” and “support mechanisms”). Using the NVIVO 14.0 software, auto-coded themes were generated and corroborated with the findings. The triangulation of outcomes reveals toxic behaviors exhibited by the leaders in universities and colleges, which conforms with the toxic leadership literature.

This study advances the understanding of the harmful or toxic side of leadership, specifically in the higher education sector. This work advances earlier studies in the field by examining teachers’ perceptions of toxic leadership behavior exhibited by their leaders in the higher education sector. The study continues by highlighting areas of toxic leadership research that are yet to be explored in academic literature and are still to be studied.

Experiential learning is crucial in education, as it offers hands-on, practical experiences that enable individuals to develop their skills and knowledge more engagingly and interactively. In recent years, experiential learning has become a significant aspect of education. To provide academic scholars with a thorough roadmap for further investigation, this study aims to provide useful insights into the bibliometric and content analysis of experiential learning, including keywords, well-known authors, publications, nations and topics.

This research does a rigorous bibliometric analysis to give a thorough and visually instructional assessment of the evolution and advancement of the literature on experiential learning. Its fast development between 1976 and 2022 is meticulously tracked in the research. By using VOSviewer and Biblioshiny tools, the present study presents a concise overview of 507 records retrieved from the Scopus database using the keyword “Experiential Learning”, following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis protocol. Deeper text mining was done using Python libraries “Pandas” and “Natural Language Toolkit” and regular expressions.

The findings reveal a surge in the number of publications on experiential learning and provide insights, particularly using the theory, context, characteristics, methodology analysis, supporting researchers and practitioners to understand learning better and provide perspectives for future research. Descriptive bibliometric analysis showed that most contributions are from the USA, the UK and Canada. In-depth content analysis revealed five clusters: developments in learning, management education, engineering curricula, organisational learning and knowledge management and entrepreneurship education. The keyword co-occurrence analysis enabled linkages between relevant fields of study and significant research domains. The most commonly used theories were: experiential learning theory, social learning theory, relational coordination theory, empowerment theory, feedback learning theory, effectuation theory and human capital theory.

This study uses information from the Scopus database to do a bibliometric analysis of experiential learning from 1976 to 2022. This study serves as a valuable resource for researchers in the field, helping them to position their work more explicitly within the existing literature and highlighting potential areas for future research. It does this by thoroughly analysing the literature on experiential learning using bibliometrics.