The study is aimed to develop a better understanding of how teachers in higher education perceive whistleblowing and identify various factors acting as motivators and demotivators and impacting their whistleblowing intentions. In-depth interviews were conducted employing interpretative phenomenological analysis (IPA) with 25 teachers across the four higher education institutions (HEIs). The findings suggest that teachers perceive whistleblowing as an instrument or mechanism which could help to curb wrongdoings and corrupt practices at their workplace and holds a view that it should be encouraged throughout the organisation to keep a check on the malpractices that appear in academic institutions. The five categories identified are the inner voice and personal morality, ethical responsibility towards own work and society, the gravity of the wrongdoing, protection of self and organisation image, and optimism about organisational change which act as great motivators for the teachers in HEIs to blow the whistle against any wrongdoing.
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Chaudhary et al. (2019) studied this question.