Navigating Workplace Bullying: A Critical Theory Exploration of Lecturers' Experiences in a Higher Education Context

ABSTRACT Workplace bullying (WB) remains a pervasive concern across all sectors, including higher education institutions (HEIs), where shifting power dynamics, performance pressures, and transformation mandates often create fertile ground for systemic abuse. This research explored lecturers' experiences with WB in a South African HEI using qualitative research and a phenomenological approach informed by interpretivism and critical theory. Twenty‐six purposefully selected participants from a population of 190 lecturers were interviewed, and data were thematically analyzed and co‐coded to ensure trustworthiness. Findings revealed that WB was deeply embedded in institutional culture, manifesting through a hostile environment, abusive and dysfunctional institutional communication, work environment, and management deficiencies. It addresses a gap in the qualitative WB literature by applying a critical theory and human resource development (HRD) lens, particularly within the under‐researched South African HEI context. This article makes a key contribution by theorizing WB as structural and symbolic violence embedded in institutional norms, distorted communication, and performativity. The findings extend critical theory by revealing how race‐based transformation policies, such as affirmative action and employment equity, may unintentionally exacerbate WB. The article concludes with actionable HRD recommendations and suggestions for future research.