ACADEMICS’ VIEWS ON CONFLICT RESOLUTION SKILLS WHEN PROBLEMS ARISE IN INTERPERSONAL RELATIONS OPINIÕES DOS ACADÊMICOS SOBRE HABILIDADES DE RESOLUÇÃO DE CONFLITOS QUANDO SURGEM PROBLEMAS NAS RELAÇÕES INTERPESSOAIS

This study aims to determine academics’ conflict resolution skills when problems arise in their interpersonal relationships. The data obtained to achieve this objective included academics’ sociodemographic distribution and administrator-staff relations in the university, the atmosphere among the stakeholders, the administrators’ relationships with teachers, students, and parents, the distribution of jobs between administrators and staff, and academics’ physical reactions of academic to conflict resolution. This qualitative study was conducted as a case study. The population of the study consisted of 20 academics working in a private university in Nicosia, in Northern Cyprus (Turkish Republic of Northern Cyprus) during the 2021-2022 academic year. Purposeful sampling to represent the study population was first determined using the purposeful sampling method; the snowball sampling technique would be used as long as different views were obtained. The majority of the participants consisted of women, most of whom were aged 30-40 years, married, had children, and 16 or more years of professional experience. A semi-structured interview form, which was prepared by the researcher, was used as a data collection tool. The research data were analyzed using the content analysis method. The results showed that the established relationship was positive and authoritarian. The participants expressed their views on the need to create a positive atmosphere among stakeholders and strengthen communication, and highlighted such illnesses as physical stress, heart palpitations, difficulty in breathing


Introduction
Universities play a major role in raising qualified academics and developing innovation.As educational institutions that generate knowledge, universities feature prominently in countries' development projections.Academics are needed to further their careers by conducting scientific research in the process of generating knowledge (Demir, Demir & Özdemir, 2017).Therefore, academics play a key role in universities' education processes as the persons who work as part of this process and generate knowledge (Özer, 2011;Alparslan, 2014).
Universities must have qualified academics in faculty.In general, qualified academics have one of three academic titles, namely, assistant professor, associate professor, and professor.The holders of these academic titles have three main jobs: Research (doing research, scientific publication or creative activities), teaching (lecturing, observing, and consultancy), and benefit (providing services to the society and providing professional services), thus improving the quality of the services produced by the university (Kelecioğlu, Bilge & Akman, 2006)."Quality is fitness for purpose."(Watty, 2003).In education, this fitness is a branch of service.
Of course, the psychological state of the instructors and the satisfaction they get from their jobs also affect the quality of education.Achieving this satisfaction, academics are required to earn degrees in their related fields to be entitled to material income, autonomy, academic self-confidence, and job guarantee.
In addition to having all these gains, academics should be healthy both physically and psychologically (Yılmaz, & Memişoğlu, 2019).However, if this occurs unhealthily, it can upset the balance between the relationships of family and friends and lead to conflicts (Erdil, Keskin, İmamoğlu & Serhat, 2011).
Conflict is an inseparable part of human nature.According to Öğülmüş (2006), conflict, as an interpersonal problem, is the difference between the existing and the ideal interaction, and the hindrance of enterprise by the tension felt due to these differences.According to Karip (2003), it is any dispute, disagreement, or verbal confrontation.Öner (2004) states that conflict arises when there is discrepancy between at least two people on an issue and it can occur when people's impulses, needs, and desires do not align.Based on these definitions, one should maximize the positive results and minimize the negative ones when resolving conflicts between people in their social relations to improve the quality of education.
Thus, when problems arise, the objective is to obtain better results and reduce emotional distress (D'Zurilla, Nezu & Maydeu-Oliveras, 2004).Johnson and Johnson (2004) introduced five different strategies to resolve interpersonal conflicts.The solution strategies available for academics to select to manage relations well are: Withdrawal (to avoid conflict), Use of force (gaining the upper hand, forcing, and giving orders), Yielding (giving up objectives to bolster the relationship), Reconciliation (abandoning some objectives so that the relationship does not get damaged), and negotiation to solve the problem (achieving the objectives and maintaining the relationship).
When conflicts in interpersonal social relations are resolved as rigid, destructive, and dominant, they lead to violence, hostility, anger, separation, and sadness in the individual.To be constructive in the process of resolving conflicts and to strengthen the relationship, emotions such as happiness, success, and relief are triggered in the individual (Türnüklü & Şahin, 2004).
In light of previous research, Akyol et al. (2018) focused on the problems faced by higher education in Turkey according to the views of academics.The study by Akar (2019) titled "Academic & Managerial Talent in Universities: Examining the Applicability of Talent Management" concluded that talent management in higher education is necessary and useful but that its implementation requires various regulations, adding that "positive working conditions" are important for attracting and retaining talent, and that the situation is different in provincial and central universities.In their study titled "The Opinions of Academics about the Impact of the Academic Incentive Fund on Scientific Activities," Ültay, E. and Ültay, N. (2018) touched on both the positive and negative aspects.The positive aspects were an increase in the number of publications and a corresponding increase in citations.
There was also an increase even in participation in projects among academics who had not been engaged in scientific activities for years, letting them make some publications.Their negative views on the application were that their colleagues preferred paid journals that provide a quicker return due to the long time it takes to publish journals, as well as the presence of academics who would cite one another and the uncontrolled increase in participation in international symposiums/congresses with more than one paper.In their study titled "Academics' Perceptions of Intimidation in Universities," Çayvarlı and Şahin (2015) focused on the situation in Dokuz Eylül University.
Many studies have been conducted in recent years on academics' conflict resolution skills in the problems that arise in their interpersonal relationships.In this sense, this study aims to reveal academics' conflict resolution skills when problems arise in their interpersonal relationships.To this end, answers were sought to the following sub-problems: 1. What do academics think about administrator-staff relations in university settings?
2. What are academics' views on establishing a positive climate relationship among stakeholders?
3. How are the jobs distributed between administrators and staff?
4. What are the educational administrators' relationships with and views on teachers, students, and parents in the work environment?
5. What are the physical reactions that academics show in response to the conflict resolution they experience?

Methodology
This section provides information about the research design, study group, data collection tools, and data analysis.

Research Design
Document review, one of the qualitative research designs, was used in this study because it examined the academics' views on conflict resolution skills in the problems experienced in interpersonal relationships.Qualitative research sets out to reveal how people interpret and explain natural experiences and to show various viewpoints about life (Merriam, 2013).From this perspective, it becomes a transformative point of view that determines the types of questions asked, conveys information about the collection and analysis of data, and presupposes a necessity for change or action (Demir, 2013).With this in mind, the study used a qualitative research design, which has the quality of field research in terms of the environment in which it is applied.Document review is a scientific research method that can be described as the collection, review, questioning, analysis, and interpretation of different documents as the primary source of research data.The document review method used as part of this research method is a scientific method that requires strict adherence to the research protocol (Özkan, 2019).It is a data collection technique in its own right.The study is a case study.In case studies, detailed research is what should be conducted the deepest (Şimşek & Yıldırım, 2013).

Study Group
Population of the study consisted of 1,200 academics working in different departments of a private university in the Nicosia Region of Northern Cyprus (Turkish Republic of Northern Cyprus -TRNC).The sample group consisted of 20 volunteer academics from the population of the study.The study group to comprise the sample of the study was first determined using the purposeful sampling method and the snowball sampling technique would be used as long as different views were obtained.According to Balcı (2006), in purposeful sampling, the researcher uses his/her own judgment as to whom to select and selects the ones that best suit his or her purpose.The participants in the present study were selected through criteria sampling (Yıldırım & Şimşek, 2013).In choosing the snowball sample, the researcher began with the first small group of participants (Cohen, Manion, & Morrison, 2005) and asked the them to identify potential participants with different characteristics (Christensen, Johnson, & Turner, 2015).The following criteria were sought when creating the study group: being an academic, administrator, stakeholder, and experiencing difficulties with respect to conflict resolution skills in interpersonal relations.The study was conducted with academics at a private university in the city center of Nicosia in TRNC in the 2021-2022 academic year.The criteria for the study group were determined by the researcher based on the research problem.Table 1 shows the distribution of academics based on their sociodemographic characteristics.Of the academics who took part in the study 65% were female and 35% were male; 70% were aged 30-40 years, 25% were aged 41 years and above, and 5% were aged 29 years and below; 80% were married and 20% were single; 75% had children and 25% did not; 30% had 16 years or more of experience, 25% had 11-15 years of experience, and 25% had 6-10 years of experience.From a job perspective, the majority of the academics were faculty members (55%), 15% were lecturers, 10% were deputy deans, and 5% were assistants and coordinators.
The researcher who conducted the interviews did the transcription data loss was prevented.The content analysis technique was used to interpret the data.The data obtained were organized under the determined themes, verbatim quotes were taken from the views of the participants, and the findings were supported and interpreted.The verbatim quotes were presented with codes to protect the anonymity of the participants and were included to increase the reliability of the research.Furthermore, the data obtained were coded by a second researcher with experience in qualitative research.The codings made by both researchers included the formula (Reliability = Consensus / Consensus + Disagreement) by Miles and Huberman (1994).Consistency between the encoders was calculated as 82%.A reliability score of 70% and above is deemed sufficient.The research process was defined in detail to increase the external validity of the study.
NVIVO 12 Plus qualitative data analysis program was used to group the data obtained in categories and code them.NVIVO 12 Plus allows a wide range of contents to be easily encoded and complex information to be organized simply, thus ensuring a full grasp of all the data.NVIVO 12 Plus lets researchers make rapid recalls when coding and conduct analysis later.This software makes it very easy to find common statements among the responses given to the same question.The data obtained were digitized and interpreted.Both the qualitative and quantitative data were digitized.The processes involved were observation, interview and document review, and digitization.According to Yıldırım and Şimşek (2013), data can be reduced to numbers at a certain level in qualitative research just as in quantitative research.Simple percentage calculations and frequency analysis are used in digitizing data; this method increases the reliability of qualitative data, reduces bias, and lets data be compared (Yıldırım & Şimşek, 2008).The qualitative data in the present study were digitized by making statistical calculations with the NVIVO 12 Plus qualitative data analysis software.

Findings
Figure 1 -The relationships between university administrators and staff Figure 1 shows the themed form of the relationship between administrators and staff.The relationships between administrators and staff are created in the following sub-themes: "fair"; "communication"; "positive relations"; "authoritarian"; "formal relations"; "transparent"; "protective"; "respectful"; "loving" and "high trust."Table 2 shows the expressions used by academics to describe the relationships among academics working at the university.Of the relationships established between administrators and academics in the university, 30% were reported as being authoritarian and positive,20 % as high trust, 10% as fair and transparent, protective, respectful and loving, and 5% as communication.
The responses to the question regarding the relationship established between administrators and academics working at the university are given below: "An administrator should be authoritarian enough, ensure equality, be sympathetic, friendly, objective, and loving."(G1) Transparent, protective, respectful and loving.(G11) Should be fair.(G20) Both sides should have high trust, be respectful, have tolerance and equal distribution of jobs.Team spirit should be integrated.There should be no bullying.The job description should be well understood well and solidarity open to sharing should be taken as a basis.(G14) Figure 2 shows the themed form of a positive atmosphere among staff.
Accordingly, the positive atmosphere created among staff was grouped under the following sub-themes: "unstable"; "insufficient"; "experienced on occasion" and "positive."As shown in Table 3, the participants provided their views about a positive environment among staff.Of the academics, 35% stated that the positive atmosphere among workers was unstable, 30% said such an atmosphere did exist on occasion but not enough, and 5% stated that a positive atmosphere needed to be created.

Views of the academics and coordinators are provided below.
There should be a positive atmosphere.(G2) No, the atmosphere is not positive enough.This is a case of inefficiency in working life due to the negative behaviors of the people around us.Secondary relationships manifest themselves openly.(G3) No. Occasionally, at moderate level.(G9) The atmosphere may change depending on the relationship among the staff.We cannot say it is always there or always absent.(G13) Figure 3 provides the thematic form of the job distribution in the relationships between administrators and staff.Accordingly, the relationships between administrators and staff were categorized as follows: "fair"; "passive"; "empathetic"; "equal distribution"; "doing the work themselves" and "professional distribution of jobs."As shown in Table 4, the participants expressed their opinions about the relationships between administrators and staff regarding job distribution.Of the academics, 45% Fairness ,30% said Equal distribution, 5% said passive, empathetic, and I'll do the work myself.
The details of the academics' views are given below.

There should be an empathetic approach within the bounds of respect and love. (G6) There should be equal distribution. (G7) I have to do other people's work. (G10)
There should be equality and fairness.(G14)  As shown in Table 5, the participants expressed their opinions about the educational administrators' relationships with teachers, students, and parents in the work environment.Of the academics, 50% mentioned reinforcing communication, 10% said equality, honesty, respect, love, boundaries, and 5% said professional and coordinated regarding the educational administrators' relationships with teachers, students, and parents in the work environment.
The details of the academics' views are given below.
Their relationships with teachers, students, and parents should be cooperative and coordinated.(G6) The relationship between administrators and teachers should be very strong.There should be good communication between students and administrators.It is necessary to understand the students, allow them to express themselves, and approach them with empathy.As this is the age of technology, we can easily get in touch with families.( G20 Figure 5 shows the themed form of the physical complaints experienced during sharing (conflict) in interpersonal relationships in their professional life.The following complaints are expressed: "I have low expectations"; "skin rashes"; "no, no complaints"; "stomachache"; "stressful"; "heart palpitations"; "difficulty in breathing"; "headache"; "neck pain"; "shoulder pain" and "depressive mood."focused on the concept of stress and its symptoms seen in people.They examined the factors that determine efficiency and performance in enterprises, and discussed the concept of organizational stress and the effects of stress on organizations.

Recommendations
 The research can be extended with a larger sample by using quantitative methods.
 A mixed method can be used.
 The study group of academics can be extended.
 Opinions of students and parents can be included.
 Opinions of academics in both the Republic of Turkey and TRNC can be taken.

Figure 2 -
Figure 2 -Findings regarding positive environment among stakeholders

Figure 3 :
Figure 3: Job distribution between administrators and staff

Figure 4 -
Figure 4 -The findings for the educational administrators' relationships with and views on teachers, students, and parents in the work environment Figure 5 -Findings on the physical complaints experienced during sharing (conflict) in interpersonal relationships in their professional life under the following sub-themes: equality, honesty, respect, love, boundaries, professional, know-how, reinforcing communication, and a coordinated environment.Similar to our study,Aslanargun (2007)  has shown that some factors prevent parents from participating in school.The problems that exist between schools and families need to be eliminated to ensure academic achievement.Regarding the relationships between administrators and staff, the academics cited the following behaviors: fair, passive, empathetic, equal distribution of jobs, doing the work themselves, and professional distribution of jobs.Similarly, the research conducted by Zincirkıran, Yalçınsoy, and Işık (2018) found a significant relationship between perceived supervisor support and job satisfaction; furthermore, perceived supervisor support and job satisfaction increased with workers' age.The physical complaints experienced by the academics during sharing (conflict) in interpersonal relationships in their professional life were as follows: I have low expectations, skin rashes, no, no complaints, stomachache, stress, heart palpitations, difficulty in breathing, headache, neck pain, shoulder pain, and depressive mood.Similarly, in their study titled "The interaction of stress with performance and efficiency in organizations"Gümüştekin and Öztemiz (2005)

Table 1 -
Distribution of academics by demographic characteristics

Table 2 -
The relationships between administrators and staff at university

Table 3 -
Positive atmosphere among staff

Table 4 -
The relationships between administrators and staff regarding job distribution

Table 5 -
The educational administrators' relationships with teachers, students, and parents in the work environment

Table 6 -
The physical complaints experienced during sharing (conflict) in interpersonal relationships during professional life