The Dark Side of the Ivory Tower

: A Mixed-Methods Study of Cyberbullying and Online Abuse among University Students through the Lens of the Dark Tetrad and a Scoping Study of Staff Victimisation in Higher Education Institutions in England and Wales

Abstract

This thesis explores the complex phenomena of cyberbullying and online abuse within higher education, focusing on the role of the Dark Tetrad and Big Five personality traits. This study is concerned with the predictive value of these characteristics in relation to perpetration, victimisation and bystander behaviour among university students. The research also extends beyond the student body to include the victimisation of academic staff, offering a comprehensive insight into the dynamics of cyberbullying in universities across England and Wales, establishing the main channels and underlying reasons for staff victimisation. Employing a mixed-methods approach, the study uncovers how personality traits influence online abuse and cyberbullying roles among university populations, tackles the challenges of defining cyberbullying by providing a theory-driven approach and establishes a more nuanced landscape of staff victimisation. The investigation reveals that individuals possessing higher levels of Dark Tetrad traits and low Agreeableness are significantly more likely to engage in cyberbullying, while those with high levels of Neuroticism to be victimised or engage in bystander behaviour. This relationship is further complicated by the fluid roles individuals may assume in cyberbullying, challenging the traditional binary of victim and perpetrator. The thesis also addresses the overall impact of cyberbullying on the victims’ university experience, highlighting the pervasive consequences of such online behaviours. Furthermore, this study includes a pioneering scoping study on the victimisation of academic staff, a notably under-researched area. It examines the prevalence, channels, and institutional responses to staff cyberbullying, providing novel insights into the experiences and challenges faced by educators, such as online feedback systems, high demand for support and the impact of marketisation on higher education. By integrating the findings from student and staff perspectives, this thesis not only enriches the academic literature but also proposes practical recommendations for higher education institutions to
develop more effective policies and support mechanisms.

Date of Award	2024
Original language	English
Awarding Institution	Aberystwyth University
Supervisor	Stephen Atherton (Supervisor) & Rosemary Cann (Supervisor)