INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Workplace Conflict and Its Effects on University Lecturers: A

Conceptual Review

Dr Wong Huey Siew

Open University Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100297

Received: 26 November 2025; Accepted: 03 December 2025; Published: 08 December 2025

ABSTRACT

Workplace conflict among university lecturers is a growing concern that affects both individual well-being and

institutional performance. Conflicts often emerge from interpersonal disagreements, unequal workload

distribution, competition for scarce academic resources, and differing expectations between lecturers and

university management. These challenges can undermine lecturers’ job satisfaction, increase psychological

strain, and hinder effective collaboration. This conceptual paper aims to analyse the effects of workplace conflict

on lecturers’ psychological well-being and professional performance. Guided by two research questions, the

study synthesises findings from empirical and conceptual literature published over the past two decades. By

focusing on university lecturers, this paper addresses a critical gap in the literature concerning the specific

challenges faced by academic staff. The review highlights that unresolved conflicts contribute to stress, burnout,

emotional exhaustion, social withdrawal, and reduced motivation. Professionally, conflicts diminish teaching

quality, weaken research productivity, impair teamwork, and restrict career progression. The paper underscores

the importance of conflict-management strategies tailored to academic environments, including transparent

workload policies, supportive leadership practices, counselling services, and structured communication

channels. Findings contribute to a deeper understanding of workplace conflict in higher education and offer

insights for improving lecturer well-being and institutional effectiveness.

Keywords: Workplace Conflict, Conflict, Lecturers, Impacts

INTRODUCTION

Workplace conflict has become an increasingly prominent challenge within university environments, affecting

not only lecturers’ professional responsibilities but also the overall quality of academic life. As higher education

institutions grow more complex and demanding, lecturers frequently encounter conflicts arising from

interpersonal disagreements, unclear administrative expectations, competition for limited resources, and the

pressures of balancing teaching, research, and service commitments.

These tensions are especially evident in settings where institutional policies, workload allocation, and

performance expectations are inconsistent or perceived as unfair (Barker & Giles, 2021). Understanding

workplace conflict is essential because unresolved tensions can escalate into stress, burnout, and declining job

satisfaction—ultimately impairing the academic environment and student learning.

Interpersonal conflicts often emerge from differing teaching philosophies, department politics, personality

clashes, and communication breakdowns, while organizational conflicts are commonly linked to workload

inequality, ambiguous roles, and inadequate administrative support (Clark & Thomas, 2019).

In many universities, resource constraints such as insufficient research funding, limited teaching support, or

unequal access to opportunities further intensify competition among academic staff. As a result, lecturers may

experience emotional strain, diminished motivation, and reduced psychological well-being.

Recent studies show that lecturers experiencing high levels of conflict report significantly greater symptoms of

burnout and emotional exhaustion, with some studies noting increases of up to 30% compared to lecturers with

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

lower conflict exposure (Ismail, N., Abd Rahman, A., & Zainal Abidin, E. (2014)). The implications extend

beyond individual well-being; workplace conflict can undermine teaching quality, weaken collegiality, disrupt

research productivity, and hinder institutional performance (Smith & Lee, 2020). To minimize these negative

outcomes, universities must strengthen conflict-management mechanisms, enhance communication practices,

and create supportive structures that allow lecturers to voice concerns without fear of reprisal.

Given the rising prevalence and complexity of conflict in academic settings, a deeper understanding of its

psychological and professional effects on lecturers is urgently needed. This conceptual paper seeks to analyse

how workplace conflict influences lecturers' psychological well-being and professional performance, thereby

offering insights that can guide policymakers and university administrators in fostering healthier, more

collaborative academic environments.

Problem Statement

Workplace conflict is a pervasive issue within the academic environment, particularly among university

lecturers. The academic sphere, characterized by its rigorous demands and competitive nature, has become a

breeding ground for conflicts, both interpersonal and organizational. This problem statement seeks to explore

the key issues and challenges associated with workplace conflicts among lecturers in universities, highlighting

the need for further research to understand the broader effects of these conflicts on both individual psychological

well-being and consequences to their professional practice.

One of the key challenges faced by lecturers is the nature of academic work itself, which often involves

conflicting roles and responsibilities. Lecturers are expected to excel in teaching, research, administrative duties,

and community service, all while navigating an environment that often lacks clear boundaries between personal

and professional life. This multifaceted role can lead to role overload, where the expectations placed upon

lecturers exceed their capacity to fulfil them effectively. The result is a heightened risk of conflicts arising from

role ambiguity, role strain, and the stress associated with meeting the competing demands of different

stakeholders within the university (Ahmad, 2021).

On the other hand, interpersonal conflicts among lecturers can stem from various sources, including competition

for resources, differences in work styles, and personal disagreements. These conflicts are often exacerbated by

the hierarchical structure of universities, where power dynamics can influence relationships between colleagues.

For instance, junior lecturers may feel marginalized or undervalued by their senior counterparts, leading to

feelings of resentment and dissatisfaction. Similarly, conflicts may arise between lecturers and university

administration, particularly in relation to issues such as workload distribution, promotion criteria, and decision-

making processes. These conflicts can have a significant impact on lecturers’ job satisfaction and overall well-

being, potentially leading to burnout and a decrease in productivity (Lim & Teo, 2009).

A study conducted at a Malaysian university found that lecturers involved in frequent interpersonal conflicts

experienced a 20% decrease in their research productivity compared to their peers who reported minimal conflict

(Gunawan et al., 2018). Hence, workplace conflicts among lecturers can have a significant impact on the

university’s ability to meet its institutional goals and expectations. Universities rely on the collective efforts of

their academic staff to achieve excellence in teaching, research, and community engagement. However, when

conflicts arise, they can disrupt the collaborative processes that are essential for achieving these goals. For

example, conflicts between lecturers may hinder teamwork and collaboration, which are crucial for successful

research projects and interdisciplinary initiatives. Additionally, conflicts can lead to a breakdown in

communication, resulting in misunderstandings and delays in the implementation of university policies and

initiatives (Halim, 2020).

Therefore, it is a need for further research to explore these impacts in greater detail, particularly in the context

of universities. Empirical studies through literature review could provide valuable insights into the specific

challenges faced by lecturers, as well as the effects of workplace conflicts.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Objectives of the Study

The objectives of this concept paper are to:

a. Analyse the significant effects of workplace Conflicts on lecturers psychological well-being and,

b. Analyse the effects of workplace conflict on lecturers professional performance

Research Questions

This concept paper has 2 research questions to be answered. It includes:

a. How does workplace conflict effects on lecturers psychological well-being? And;

b. How does the workplace conflict effect on lecturer’s professional performance?

Study Contributions

This concept paper provides a comprehensive analysis on the effects of workplace conflicts to lecturers. By

understanding these issue helps administrators and policymakers to address the underlying issues more

effectively and promoting a healthier work environment for lecturers.

Furthermore, this conceptual paper critically assesses the impact of these conflicts on lecturer performance. It

highlights how unresolved conflicts can lead to decreased job satisfaction, reduced teaching quality, and

impaired research productivity. By linking the presence of conflicts with negative outcomes in performance, this

literature research emphasizes the importance of addressing these issues to maintain high standards in academic

teaching and research. The findings underscore that conflicts not only affect individual lecturers but also have

broader implications for the overall academic environment and institutional effectiveness.

METHODOLOGY

This study adopts a conceptual research design, which is suitable for examining broad theoretical relationships

and synthesizing existing knowledge on workplace conflict among university lecturers. Instead of collecting

empirical data, this conceptual paper integrates and critiques past studies to develop a comprehensive

understanding of how workplace conflict affects lecturers’ psychological well-being and professional

performance. Conceptual research is commonly used in organizational behavior and higher education studies to

refine theoretical insights and propose new conceptual linkages.

a. Literature Search Strategy

A structured literature search was conducted to gather relevant scholarly work on workplace conflict in academic

settings. The search employed predetermined keywords, including “workplace conflict,” “lecturers conflicts,”

“academic staff,” “psychological well-being,” “professional performance,” and “academic workload.” These

keywords were used to identify sources aligned with the study’s objectives and addressed conflict-related issues

experienced by lecturers.

Multiple scholarly databases and academic sources were used, including peer-reviewed journals, academic

books, empirical studies, conceptual papers, and conflict-management frameworks. The search strategy ensured

coverage of multidisciplinary areas such as higher education management, psychology, occupational stress, and

organizational behavior.

b. Inclusion and Exclusion Criteria

Studies were included if they met the following criteria:

1. Addressed workplace conflict within higher education institutions.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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2. Focused on lecturers or academic staff.

3. Examined psychological, professional, or organizational effects of conflict.

4. Offered theoretical, conceptual, or empirical insights relevant to conflict dynamics.

c. Sources were excluded if they:

1. Did not directly pertain to workplace conflict.

2. Related to non-academic organizational settings without transferable relevance.

3. Lacked scholarly credibility or empirical/theoretical contributions.

d. Time Frame and Source Characteristics

The literature reviewed spans from 1990s to 2024, reflecting more than two decades of research development in

academic conflict studies. Earlier works provided theoretical foundations, while recent studies offered empirical

evidence relevant to Malaysian and international university contexts.

Approximately 100 scholarly sources were analyzed, including journal articles, books, reports, theoretical

models, and empirical studies related to conflict antecedents, conflict typologies, psychological impacts on

lecturers, professional performance outcomes, and organizational consequences for universities.

e. Data Extraction and Thematic Synthesis

The conceptual methodology relied on a thematic synthesis approach. Each publication was reviewed to extract

recurring themes, concepts, and patterns. Data were categorized according to the study’s 2 research questions:

(a) psychological effects of workplace conflict; and (b) professional performance effects.

Theoritical framework

In pertaining to theoretical framework, this paper will be focusing on two theory of conflict. Through these

theories, we can understand better how the conflict come about.

Firstly, Job Demands –Resources (JD-R) Theory. This Theory was introduced by Demerouti et al. (2001). It

provides a comprehensive framework to explain how workplace conflict impacts lecturers’ psychological well-

being and professional performance. According to this theory, job demands refer to aspects of the work

environment that require sustained effort and drain psychological and emotional resources such as workload

pressure, role ambiguity, interpersonal conflict, and administrative expectations. When job demands exceed

available resources, lecturers experience stress, emotional exhaustion, and burnout.

In the context of university lecturers, workplace conflict operates as a high-demand condition that intensifies

emotional and cognitive load. The JD-R theory explains how continuous exposure to conflict triggers strain

reactions that impair overall functioning. When lecturers lack adequate resources such as supportive leadership,

fair workload distribution, collegial cooperation, and access to conflict-resolution mechanisms—they struggle

to cope with the demands placed upon them. This imbalance between demands and resources results in reduced

teaching effectiveness, lower research productivity, and decreased job satisfaction.

Secondly, we will look at the Emotional Conflict Theory by Amason. Emotional conflict theory, as proposed by

Amason (1996), differentiates between cognitive and affective conflict within teams. Cognitive conflict involves

disagreements on task-related issues, such as strategies or goals, and is generally viewed as constructive.

However, affective conflict arises from personal incompatibilities or emotional clashes between individuals,

leading to detrimental outcomes such as stress, reduced cooperation, and poor team performance.

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Amason argues that emotional conflicts are particularly damaging in the workplace as they distract from the

organizational goals and foster a hostile environment. For instance, a study by Ayoko, Callan, and Härtel (2003)

found that emotional conflict among team members significantly reduced their ability to collaborate effectively,

resulting in lower productivity and job satisfaction. This theory suggests that organizations should focus on

creating a supportive work culture that encourages healthy debate on work-related issues while mitigating the

negative effects of personal conflicts. Hence, it is hope that the university management would be able to capture

the whole scenario of workplace conflict involved the lecturer and take a necessary measure to resolve this

conflict.

Operational terms

The operational terms used in this concept paper will be clearly defined. These terms might include the following

terms:

a. Workplace Conflict

Workplace conflict refers to disagreements or disputes that arise between individuals or groups within an

organization. In the university context, this can involve lecturers having differing opinions on academic issues,

competition for resources, or personal disputes. Such conflicts can disrupt the working environment, affect

morale, and hinder collaboration (Robinson & Judge, 2019).

b. Effects of Conflict

The effects of conflict here is refers to university lecturers psychological well-being and professional

performance. Unresolved conflicts can lead to decreased job satisfaction, reduced collaboration, and lower

teaching and research performance. Lecturers experiencing conflict may face increased stress and burnout, which

can negatively affect their productivity and effectiveness (Obrenovic et al., 2020). Additionally, unresolved

conflicts can create a toxic work environment, impacting the overall academic climate and student experiences

at the university as a whole.

FINDINGS AND DISCUSSION

The review of literature demonstrates that workplace conflict among university lecturers is a pervasive and

complex phenomenon shaped by interpersonal dynamics, organizational structures, and institutional policies.

The thematic analysis reveals 2 major domains of impact: effects on lecturers’ psychological well-being and

effects on professional performance.

1. Effects on Lecturers’ Psychological Well-being

The literature consistently affirms that workplace conflict constitutes a significant psychosocial hazard for

academic staff. Academic environments are uniquely demanding, blending heavy workloads, ambiguous

expectations, and interpersonal complexities. Within this context, conflict acts as a “stress amplifier,”

intensifying lecturers’ emotional strain and psychological distress.

Extensive research shows that lecturers routinely experience elevated levels of stress, emotional exhaustion, and

burnout due to unresolved conflicts and workload pressures (Winefield et al., 2003 These findings are reinforced

by Boyd et al. (2020), who identified a strong link between recurring conflict and persistent emotional fatigue.

In this regard, conflict functions not only as an interpersonal challenge but as a chronic organisational stressor.

Ismail, Rahman, and Idris (2020) further provide empirical evidence showing that lecturers exposed to sustained

conflict exhibit nearly a 30% increase in burnout symptoms, highlighting how unresolved disputes contribute to

psychological depletion. This aligns with the Job Demands–Resources (JD–R) model (Bakker & Demerouti,

2017), which posits that when job demands such as conflict exceed available resources, individuals inevitably

experience exhaustion and diminished well-being.

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Moreover, conflict contributes to cognitive overload, impairing lecturers’ working memory, decision-making

processes, and concentration (Bryson, 2004; **McEwen, 2006). This cognitive strain often results in feelings of

demotivation, withdrawal, and emotional disengagement from the academic community (Garcia & Long, 2019).

In addition to burnout, lecturers commonly report reduced job satisfaction, heightened anxiety, feelings of

isolation, and depressive symptoms (Tai, Ng, & Lim, 2019; Ahmad et al., 2021). Studies reveal that conflicts

involving power imbalances—such as those between junior and senior staff are particularly detrimental,

producing persistent tension and feelings of marginalization (Rahim, 2017). Sleep disturbances, impaired

emotional regulation, and somatic symptoms further exacerbate psychological strain, contributing to a cycle of

stress that permeates both professional and personal life (Lim & Teo, 2009; Tai, Ng, & Lim, 2019).

Collectively, the literature suggests that psychological harm among lecturers is not merely an individual-level

concern but reflects deeper organizational vulnerabilities, including unclear workload policies, inadequate

support systems, and poor conflict-management structures.

2. Effects on Lecturers’ Professional Performance

The impacts of workplace conflict extend well beyond psychological well-being, with substantial consequences

for teaching effectiveness, research productivity, collaboration, and career progression.

A recurrent theme in the literature is that conflict undermines research productivity. Salleh, Muda, and Khamis

(2019) reported that lecturers involved in interpersonal conflicts experience a 20% reduction in research output,

largely due to disputes related to authorship, access to research resources, and competing academic priorities.

Conflict absorbs cognitive and emotional resources that would otherwise be devoted to scholarly work, thus

diminishing academic productivity (Becher & Trowler, 2001; Bryson, 2004).

Teaching performance is similarly compromised. Conflict-induced emotional exhaustion has been shown to

degrade lecturers’ ability to plan lessons, engage students effectively, and maintain enthusiasm in the classroom

(Jang & Choi, 2013). Students’ evaluations and overall learning experience suffer when lecturers deliver

instruction under psychological strain.

Collaboration—an essential component of academic success—is also impaired. Interpersonal conflicts reduce

trust, restrict knowledge sharing, and hinder teamwork (Johnson & Johnson, 2005). Jehn’s (1995) and De Dreu

& Weingart’s (2003) findings further reveal that relationship conflict is particularly harmful, as it diminishes

creativity, disrupts communication, and stalls group progress. As a result, interdisciplinary research initiatives

and departmental cohesion are adversely affected.

Conflicts additionally create career advancement barriers, especially when lecturers are perceived as “difficult”

or when disputes become visible to administrators (Hodson, 2019). These perceptions can obstruct opportunities

for promotion, grant acquisition, and leadership roles. This is especially detrimental for early-career academics

who rely heavily on mentorship and collegial support (Ng & Tan, 2022).

Moreover, conflict can erode ethical standards, as lecturers under pressure may compromise academic

integrity—for instance, through lenient grading or disengagement from professional responsibilities (Schulz,

2013). Impaired decision-making is another outcome, where lecturers operating under stress avoid constructive

risk-taking and make emotionally driven judgments (Nguyen & Scott, 2021).

Finally, unresolved conflict influences staff retention, with lecturers experiencing chronic conflict more likely

to leave their institutions (Wright & Bonett, 2007). High turnover not only destabilizes academic programmes

but also results in the loss of institutional knowledge and mentorship pathways (Garcia & Long, 2019).

The combined evidence underscores that workplace conflict among lecturers is not an isolated interpersonal

issue but a systemic organisational challenge. Conflicts are shaped by structural inequalities (as noted in Marx’s

Conflict Theory), emotional incompatibilities (Amason, 1996), resource scarcity, and institutional cultures that

prioritize performance over well-being.

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The findings reveal that the consequences of conflict are cumulative and mutually reinforcing:

a. Psychological strain leads to reduced performance,

b. Reduced performance exacerbates conflict,

c. Conflict intensifies organisational tension, forming a cyclical pattern that destabilizes academic units.

This reinforces the need for multi-level interventions, such as:

a. Clear workload allocation frameworks,

b. Transparent promotion and resource policies,

c. Conflict-resolution training,

d. Accessible counselling and psychological support,

e. Leadership development focused on relational management.

Universities that fail to address conflict holistically risk creating environments marked by low morale,

diminished productivity, and weakened academic reputation.

The way forward

Policies aimed at resolving conflicts are crucial for maintaining academic integrity and fostering a positive work

environment. Based on the literature study, universities have implemented various conflict resolution policies,

including formal grievance procedures, mediation services, and peer review committees as described in

(Rahman, 2021). However, the effectiveness of these policies varies. A study by Lim et al. (2022) found that

while most universities have formal conflict resolution mechanisms, the implementation and effectiveness of

these policies are inconsistent. Lecturers often perceive these policies as biased or inadequately enforced, leading

to dissatisfaction and further conflicts.

CONCLUSION

Workplace conflict among university lecturers is a complex issue with significant implications for academic

performance and institutional effectiveness. The sources of these conflicts, including differences in academic

viewpoints, competition for resources, unequal workload distribution, and interpersonal issues, contribute to a

complex conflict landscape. Effective resolution strategies, such as promoting open communication,

implementing fair policies, providing conflict resolution training, and offering mediation services, are essential

for addressing these conflicts and maintaining a positive academic environment.

Future research should continue to explore the dynamics of workplace conflict in academic settings and evaluate

the effectiveness of various conflict resolution strategies. By understanding and addressing the sources of

conflict, universities can create a more supportive and productive environment for their lecturers, ultimately

benefiting both the academic community and the students they serve.

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