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Using observational and experimental designs, the purpose of this study was to explore if the power relation between the offender and the victim of incivility and the level of perceived severity of the incivility were associated with bystanders’ intentions to help when witnessing workplace incivility.

In Study 1, 160 participants completed a questionnaire where they described a recent uncivil incident they had witnessed, and completed measures of perceived severity and measures of their behavioural response as bystanders. In Study 2, 183 participants were randomised to read one of two vignettes (a manager being uncivil towards a subordinate or vice versa), and completed measures of perceived severity and of their motivation to intervene. The authors investigated whether the power relation between perpetrator and victim, and the perceived severity of the uncivil exchange, were associated with prosocial bystander behaviours in Study 1 and with motivation to defend the victim of incivility in Study 2.

Higher perpetrator power was significantly associated with the incident being perceived as more severe, and higher perpetrator power was directly related to greater tendency to confront, and lower tendency to avoid, the perpetrator. Perpetrator power was indirectly associated with social support according to the perceived severity. A supervisor acting in an uncivil manner was rated as more severe than a subordinate acting in such a way. Perceived severity mediated the relationship between perpetrator power and the witness’s introjected, identified and intrinsic motivation to intervene.

This study extends previous work by investigating how the perpetrator’s power influences both the bystander’s prosocial behaviour and their motivation to defend the victim. Furthermore, previous research has not considered how perceptions of severity might mediate the relationship between power, behaviour and motivation.

The purpose of this paper is to explore how witnessing workplace incivility from coworkers and supervisors relates to instigating incivility toward others. A further aim was to investigate if witnessed incivility is indirectly related to instigated incivility via perceived stress and low job satisfaction. An additional aim was to study if control, social support and job embeddedness moderate the relationships between witnessed and instigated incivility.

A total of 978 individuals, sourced from a Swedish trade union, completed an online questionnaire.

The results showed that witnessed incivility, mainly from coworkers but also from supervisors, was related to instigated incivility. Although witnessed incivility was related to both perceived stress and low job satisfaction, witnessed incivility was not linked to instigated incivility via perceived stress or low job satisfaction. In addition, the results showed that participants who had witnessed coworker incivility and at the same time perceived high levels of control, social support (from coworkers) or job embeddedness on average reported higher levels of instigated incivility. Similarly, participants who had witnessed supervisor incivility and at the same time perceived high levels of control, social support (from coworkers and supervisors) or job embeddedness on average reported higher levels of instigated incivility.

The findings expand the literature on bystander workplace incivility and highlight the importance of including experienced psychosocial work factors in models of incivility.

With greater numbers of employees using computer-mediated communication, cyberaggression is becoming a more pressing problem for employees and their organizations. However, while a growing body of research illustrates its harmful effects, little is known about the factors that drive its occurrence. The authors therefore sought to identify factors that increase the risk of cyberaggression among employees.

A random sample of the Swedish working population (N = 11,556) was surveyed via Statistics Sweden (SCB), which produced a final sample of N = 2,847 (response rate = 24.6%).

Logistic regression analysis showed that emotionally demanding work, availability expectations, low perceived work quality, public sector work and being in a managerial position were related to higher levels of experienced cyberaggression. In addition, exploratory analyses indicated that some of these factors were more strongly related to cyberaggression enacted by organizational insiders compared to organizational outsiders.

Together, the authors' findings suggest that situational factors are stronger antecedents of cyberaggression victimization than personal factors. This has implications for organizations, as practical steps can be taken to reduce cyberaggression among employees.

The maker movement has been gaining increased attention worldwide and has recently spread to universities, strengthening the entrepreneurial university. Makerspace communities are seen as open and democratic social spaces where knowledge sharing and peer-to-peer learning are essential. However, few scholars have examined the social learning dynamics in makerspace communities. The purpose of this paper is to contribute to these recent calls to investigate makerspaces and their relevance in enhancing learning in a university context.

The authors used a case study design to explore the social learning dynamics in the maker community. The authors used observations and interviews to gather rich data from ten members, including two founders. The study occurred over a five-month period.

In contrast to free-choice activities, this makerspace community practised a highly hierarchical and well-managed regulation of activities. The high emphasis on project work and serious play illustrates a community where technology is a means of delivering value through projects rather than a means to play and learn in itself.

Seen in the light of rapid technological development, educators are facing the danger of teaching outdated skills. The makerspace model represents an advanced type of pedagogy and mastery development in science, technology, engineering and mathematics subjects and has the potential to inspire educational designs while challenging traditional education.

The research provides insights into makerspace as a producer of talents, repositioning of technology transfer and value creation from an entrepreneurial university.