Management of bowel dysfunction after pelvic surgery for endometriosis.

Mobbing is defined as persistent and hostile behavior towards individuals in the workplace and has become a significant problem in various organizational contexts []. In this study, the term “mobbing” is used to describe systematic, prolonged, and group-based psychological harassment in the workplace, which is conceptually related to workplace bullying but often emphasizes collective and hierarchical dynamics within organizational settings. In academic environments, mobbing may manifest through sustained communication barriers, professional devaluation, and institutional power imbalances, distinguishing it from more individual and episodic forms of workplace bullying. The experience of mobbing can have a profoundly negative impact on individuals’ psychological well-being and significantly affect the organization’s overall productivity and atmosphere. Research indicates that the workplace environment is social, and interactions between members can lead to conflicts [, ]. The complexity of relationships and hierarchies can increase the likelihood of mobbing in educational settings. Individual competition, jealousy, and status differences can trigger hostile behaviour among colleagues [, ]. Moreover, leadership style in an organization plays a critical role in shaping the workplace climate. An inappropriate organizational climate, characterized by a lack of awareness of and support for mobbing, can facilitate the spread of such behavior [, ]. In education, where academic demands are high, this situation can create greater vulnerability to mobbing when intersecting with individual conflicts. The consequences of mobbing extend beyond individual suffering and can lead to significant organizational problems, including absenteeism, decreased job satisfaction, and a decline in the quality of education offered [, ]. For graduate students, mobbing experiences may lead to burnout, reduced interest in courses, and alienation from the academic environment. Graduate nursing students represent a particularly vulnerable group due to their dual roles as learners and healthcare providers, exposure to hierarchical academic and clinical environments, and dependence on supervisors for academic progression. This is extremely worrying, given that the profession depends on collaborative practices and supportive relationships for effective patient care and professional development. Research in Turkey indicates that mobbing is prevalent among academic staff and has a significant impact on mental health and organisational effectiveness [, , ]. The unique challenges that graduate students face, including high-risk assessments and the emotional demands of clinical practice, may further complicate their mobbing experience. Research indicates that younger professionals, including graduate students, are more likely to be exposed to mobbing behaviors [, ]. To address mobbing in graduate education, preventive strategies that foster a supportive, respectful academic environment may be necessary. This includes raising awareness about the signs of mobbing, encouraging open communication, and establishing clear policies that discourage such behavior. Furthermore, leadership in educational institutions may play an important role in promoting a positive organizational culture that values cooperation and mutual respect among all members. In conclusion, the mobbing experiences of graduate students are shaped by a complex interplay of individual, organizational, and contextual factors. Understanding these dynamics is crucial for developing effective intervention strategies to protect students from the adverse effects of mobbing and to enhance their educational experience. Accordingly, this study aims to comprehensively examine academic mobbing experiences among graduate students using a mixed-methods approach. From a theoretical perspective, academic mobbing can be understood within the framework of organizational power dynamics and hierarchical theory. Academic institutions are inherently hierarchical structures in which power is distributed unevenly across roles such as supervisors, administrators, and graduate students. According to the power imbalance theory, individuals in subordinate positions are more vulnerable to systematic psychological pressure and exclusion. In addition, organizational behavior frameworks suggest that unclear role definitions, job insecurity, and competitive academic environments may increase the likelihood of mobbing behaviors. In this context, graduate students, particularly those dependent on supervisors for academic progression, represent a structurally vulnerable group. This theoretical positioning strengthens the interpretation of the findings and situates the study within the broader literature. Previous research indicates that exposure to workplace bullying may vary according to gender, age, academic seniority, and employment conditions. Female academics may be more vulnerable to communication-based and gendered f