Abstract
This presentation aims to share the findings from a recent study that identified student and faculty perceptions of academic incivility, share the adapted Conceptual Model for Fostering Civility in Nursing Education, and discuss identified strategies for improving civility based on our findings (Authors, 2022; Authors, 2023). This study was conducted at a regional four-year university in the southern United States and focused on the diverse, often under-resourced, and/or first-generation students who make up most students in regional universities but are typically a minority in major research institutions. While the study was not planned to occur during a highly stressful academic period, the 2020 Presidential election season gave rise to numerous national social and political conflicts while the worldwide COVID-19 pandemic remained in full swing. In this context, this study offers a perspective on academic incivility in a time of heightened inequities, enhanced stress, and increased levels of trauma and isolation.
Evidence suggests several harmful consequences of incivility for both individuals and organizations. Negative student consequences include diminished self-esteem and sense of belonging while faculty consequences include decreased job satisfaction and burnout (Clark, 2008; Rawlin, 2017; Wagner et al., 2019). Negative organizational outcomes include poor teaching/student performance and increased turnover (Clark, 2008; Rawlin, 2017; Wagner et al., 2019). Potential long-term consequences of academic incivility occur when uncivil students become uncivil professionals (Luparell & Frisbee, 2019).
A cross-sectional survey design was utilized over a six-week period from October 2020-November 2020 following Institutional Review Board approval. The proprietary Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to examine student and faculty perspectives related to 24 uncivil behaviors experienced within the higher education setting. Additionally, the study used a thematic analysis to examine student and faculty responses to three qualitative questions that focused on their perceptions of recent experiences, primary causes of incivility, and potential strategies to improve civility within higher education.
Data was received from 400 students and 69 faculty across a wide range of academic programs (e.g., education, nursing, communication/language, psychology/social sciences, etc.). Findings from this study were used to adapt Clark’s Conceptual Model for Fostering Civility in Nursing Education (Clark & Springer, 2007, revised 2020) using Daniel Goleman’s (1995) Emotional Intelligence (EI) domains (self-awareness, self-management, social awareness, and relationship management) to further explain the influencing factors during student and faculty encounters. For this group of respondents, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Student and faculty participants did not identify a single behavior that all agreed was to some degree uncivil or not civil however did agree on common solutions. All participants ranked the creation of a code of civil conduct, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions as the top strategies for addressing incivility in higher education (Authors, 2023). These findings can inform educators, students, and future researchers in planning meaningful interventions that address incivility in higher education.
Notes
Additional references included in attached slide deck.
References:
Hudgins, T., Layne, D., Kusch, C., & Lounsbury, K (2023). An Analysis of the perceptions of incivility in higher education. Journal of Academic Ethics, (21)2, 177-191. https://doi.org/10.1007/s10805-022-09448-2
Hudgins, T., Layne, D., Kusch, C., & Lounsbury, K. (2022). Disruptive Academic Behaviors: The dance between emotional intelligence and academic incivility. Journal of Academic Ethics. Publish ahead of print. https://doi.org/10.1007/s10805-022-09454-4
Clark, C.M. (2008). The dance of incivility in nursing education as described by nursing faculty and students. Advances in Nursing Science, 31, E37-E54. https://doi.org/10.1097/01.ans.0000341419.96338.a3
Clark, C. M. & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28(2), 93-97.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Luparell, S. & Frisbee, K. (2019). Do uncivil nursing students become uncivil nurses? A national survey of faculty. Nurse Education Perspectives, 40(6), 322- 327. doi:10.1097/01.NEP.0000000000000491
Rawlins, L. (2017). Faculty and student incivility in undergraduate nursing education: An integrative review. Journal of Nursing Education, 56(12). 709-716. doi:10.3928/01484834-20171120-02
Wagner, B., Holland, C., Mainous, R., Matchum, W., Li, G, Luiken, J. (2019). Differences in perceptions of incivility among disciplines in higher education. Nurse Educator, 44(5). 265-269. doi:10.1097/NNE.0000000000000611
Sigma Membership
Mu Rho
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Mixed/Multi Method Research
Keywords:
Incivility, Higher Education, Faculty, Students, Emotional Intelligence, Student Attitudes, Student Misconduct, Professional Misconduct, Faculty-Student Relations
Recommended Citation
Hudgins, Tracy Ann; Layne, Diana M.; Kusch, Celena E.; and Lounsbury, Karen, "Disruptive Academic Behaviors: The Dance Between Emotional Intelligence and Academic Incivility" (2026). Creating Healthy Work Environments (CHWE). 90.
https://www.sigmarepository.org/chwe/2024/presentations_2024/90
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2024
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-02-24
Disruptive Academic Behaviors: The Dance Between Emotional Intelligence and Academic Incivility
Washington, DC, USA
This presentation aims to share the findings from a recent study that identified student and faculty perceptions of academic incivility, share the adapted Conceptual Model for Fostering Civility in Nursing Education, and discuss identified strategies for improving civility based on our findings (Authors, 2022; Authors, 2023). This study was conducted at a regional four-year university in the southern United States and focused on the diverse, often under-resourced, and/or first-generation students who make up most students in regional universities but are typically a minority in major research institutions. While the study was not planned to occur during a highly stressful academic period, the 2020 Presidential election season gave rise to numerous national social and political conflicts while the worldwide COVID-19 pandemic remained in full swing. In this context, this study offers a perspective on academic incivility in a time of heightened inequities, enhanced stress, and increased levels of trauma and isolation.
Evidence suggests several harmful consequences of incivility for both individuals and organizations. Negative student consequences include diminished self-esteem and sense of belonging while faculty consequences include decreased job satisfaction and burnout (Clark, 2008; Rawlin, 2017; Wagner et al., 2019). Negative organizational outcomes include poor teaching/student performance and increased turnover (Clark, 2008; Rawlin, 2017; Wagner et al., 2019). Potential long-term consequences of academic incivility occur when uncivil students become uncivil professionals (Luparell & Frisbee, 2019).
A cross-sectional survey design was utilized over a six-week period from October 2020-November 2020 following Institutional Review Board approval. The proprietary Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to examine student and faculty perspectives related to 24 uncivil behaviors experienced within the higher education setting. Additionally, the study used a thematic analysis to examine student and faculty responses to three qualitative questions that focused on their perceptions of recent experiences, primary causes of incivility, and potential strategies to improve civility within higher education.
Data was received from 400 students and 69 faculty across a wide range of academic programs (e.g., education, nursing, communication/language, psychology/social sciences, etc.). Findings from this study were used to adapt Clark’s Conceptual Model for Fostering Civility in Nursing Education (Clark & Springer, 2007, revised 2020) using Daniel Goleman’s (1995) Emotional Intelligence (EI) domains (self-awareness, self-management, social awareness, and relationship management) to further explain the influencing factors during student and faculty encounters. For this group of respondents, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Student and faculty participants did not identify a single behavior that all agreed was to some degree uncivil or not civil however did agree on common solutions. All participants ranked the creation of a code of civil conduct, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions as the top strategies for addressing incivility in higher education (Authors, 2023). These findings can inform educators, students, and future researchers in planning meaningful interventions that address incivility in higher education.
Description
This presentation will share the findings from a recent study that identified student and faculty perceptions of academic incivility, share the adapted Conceptual Model for Fostering Civility in Nursing Education, and discuss identified strategies for improving civility based on our findings.