A groundbreaking study, "L’intimidation académique entre professeurs dans le milieu universitaire au Québec" (Academic bullying among professors in the Quebec university setting), has shed light on a pervasive yet largely unaddressed issue within higher education: bullying among university faculty. Conducted by a multi-institutional team from across Quebec in 2025, this unfunded research effort emerged from a widespread, albeit informal, acknowledgement within the academic community that such behaviour is a significant problem. Many academics, when speaking with colleagues, report having witnessed, experienced, or known someone affected by bullying. This collective observation served as the impetus for the comprehensive study, the preliminary results of which were presented on May 14th at the annual Acfas (Association canadienne-française pour l’avancement des sciences) congress.
The research team, comprising academics from various Quebec universities, has defined academic bullying as abusive or disrespectful behaviour perpetrated by one faculty member against another. This encompasses a range of actions, including threats, humiliation, silencing tactics, ostracism, and deliberate efforts to undermine a colleague’s professional or academic advancement. "There is a certain omertà, fed, among other things, by the fear of reprisal," noted Catherine Malboeuf-Hurtubise, a professor at Université Laval’s school of psychology and a key member of the research team. This deeply ingrained silence, she explained, contributes to the perpetuation of the problem, making it difficult to quantify and address. Sébastien Béland, a professor in the faculty of education at Université de Montréal and another member of the research team, acknowledged the preliminary nature of their definition, stating, "This preliminary definition is incomplete and imperfect, but it gives us a common framework for understanding the phenomenon."
Widespread Prevalence and Diverse Impact
The researchers were notably surprised by the willingness of faculty members, a group that includes lecturers, to engage with the study. Over 1,000 individuals across Quebec responded to the call for participation, indicating a significant level of concern and a desire for the issue to be brought to light. The preliminary findings are stark: no fewer than half of the respondents reported having either experienced or witnessed bullying by colleagues. It is crucial to acknowledge, as the researchers themselves point out, that these results may not be entirely representative of the entire faculty population. The self-selected nature of the survey means that individuals who had experienced or witnessed bullying may have been more inclined to participate than those who had not. This self-selection bias, while a limitation, underscores the potential magnitude of the problem.
The study meticulously analyzed the collected data based on research areas and sociodemographic profiles, including gender, age, ethnic origin, and sexual orientation. While women, members of certain minority groups, and those working in the fields of health, society, and culture reported experiencing more instances of bullying, the differences were not statistically significant. "Bullying between university professors seems to be found just about everywhere," observed Dr. Béland, suggesting a systemic rather than isolated issue. Dr. Malboeuf-Hurtubise further elaborated that bullying often escalates in environments characterized by high levels of competition, particularly surrounding key academic milestones such as promotions, tenure applications, grant proposals, and in decision-making processes within collegial bodies. These high-stakes situations can unfortunately create fertile ground for interpersonal conflict and abusive behaviour.
Devastating Consequences for Individuals and Institutions
The ramifications of academic bullying extend far beyond interpersonal conflict, inflicting significant damage on the well-being of individual professors and the broader academic community. Participants in the study reported a distressing array of mental health challenges, including anxiety, hypervigilance, depression, and burnout. Physical health issues such as insomnia, persistent headaches, and even complications during pregnancy were also cited as direct consequences of experiencing or witnessing bullying.
The impact on institutions is equally profound. "Certainly, people who aren’t doing well at work because they’re being bullied start to disengage, take absences, or spend less time at the office. Many even told us they had resigned," explained Dr. Malboeuf-Hurtubise. This disengagement and reduced productivity can significantly impair an institution’s research output, its ability to attract and retain top talent, and its overall academic standing. The ripple effect of a toxic work environment can undermine collegiality, hinder collaboration, and ultimately diminish the quality of education and research offered by universities.
Ineffective Existing Mechanisms and a Crisis of Trust
Despite the clear harm caused by academic bullying, study participants overwhelmingly described existing reporting mechanisms within universities as ineffective. A pervasive sentiment of distrust in institutional processes emerged, with many feeling unsupported and unheard. "People don’t feel supported," summarized Dr. Malboeuf-Hurtubise. A significant number of respondents also indicated a lack of awareness regarding available formal mechanisms for reporting or addressing bullying, or they were uncertain about where to seek help.
Compounding this issue, many respondents expressed the belief that even when complaints are filed, sanctions are often insufficient to deter bullying behaviour. The process of filing a complaint itself was often described as discouraging, leading to a sense of futility. However, a small subset of respondents did find some solace in speaking with a supportive department or program head, highlighting the potential positive influence of individual leadership within academic structures. The lack of robust and trusted channels for recourse leaves victims feeling vulnerable and powerless.
The Complex Nexus of Collegiality and Harassment
The inherent structural characteristics of university governance, particularly the emphasis on collegiality, may inadvertently create an environment conducive to psychological and collective harassment. Finn Makela, a professor in the faculty of law at Université de Sherbrooke, offered insights into this complex dynamic during the Acfas conference. Quebec labour law, he explained, is built upon a clear distinction between employer and employee, with employers obligated to protect the health, safety, and dignity of their workers. Traditional employment relationships involve employer prerogatives like hiring, work assignments, and dismissals, balanced by employee obligations such as obedience.
Universities, however, operate under a different model. Many managerial responsibilities are devolved to collegial bodies composed of faculty members. This system, rooted in the historical autonomy granted to Canadian universities to safeguard academic freedom and the tenure system, relies on peer assessment for critical decisions like awarding tenure. "Awarding tenure requires people who are qualified to assess the quality of scientific work – hence the system of collegial governance built around peer review," Dr. Makela elaborated. This structure fosters a high degree of individual and collective autonomy, a characteristic that contrasts sharply with the traditional notions of subordination and obedience.
This self-governance, while often lauded as a more democratic approach and a cornerstone of collective academic freedom, can paradoxically create vulnerabilities. "But this broad distribution of managerial power can make academia especially ripe for psychological and collective harassment," stated Dr. Makela. He emphasized that this decentralized power structure does not absolve institutions of their fundamental obligation to protect their employees. The very mechanisms designed to foster academic independence and intellectual discourse can, in the absence of clear accountability and robust oversight, become avenues for abuse.
Charting a Course Towards Solutions
The path forward in addressing academic bullying within Quebec universities remains challenging, with no easy answers readily available. Dr. Makela proposed that improved training for faculty and enhanced structures for collegial management bodies, including the adoption of procedural guides like the Morin code, could offer some mitigation. The Morin code, a set of procedural rules commonly used in Quebec, aims to ensure fair and orderly conduct in deliberative assemblies, helping to manage the risks associated with debates without stifling them.
While the study initially aimed to identify definitive solutions, the existing literature suggests that many previously proposed measures have proven ineffective. Nevertheless, participants in the Quebec study did offer valuable suggestions, emphasizing the critical need for reporting processes that are confidential, accessible, and transparent, thereby minimizing the risk of reprisal. A strong, unifying sentiment among all respondents was the desire for a fundamental shift in organizational culture, coupled with a firm zero-tolerance policy towards bullying.
Dr. Malboeuf-Hurtubise concluded with a note of concern regarding the pervasive sense of powerlessness expressed by study participants. "It’s important to document it, and maybe live with it for a while, to be able to maybe, eventually, find solutions." This ongoing documentation and acknowledgment of the problem are crucial first steps. The "Academic bullying among professors in the Quebec university setting" study represents a significant stride in bringing this hidden issue into the light, providing essential data and insights that can hopefully inform future interventions and foster a safer, more respectful academic environment for all. The findings serve as a critical call to action for universities across Quebec and beyond to confront this pervasive problem with renewed urgency and commitment.
