How university management decision making affects academic educators’ wellbeing, decision making and ability to change

Abstract

AbstractUniversity policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.