Abstract
The objective of this study was to investigate the work engagement of academics in selected South African higher education institutions as well as the impact of job demands and job resources on their work engagement. Stratified random samples (N = 471) were drawn from academic staff in three higher education institutions in South Africa. The Utrecht Work Engagement Scale (UWES) and the Job Demands-Resources Scale (JDRS) were administered. The results confirmed a two-factor structure of work engagement, consisting of vigour and dedication. Six reliable factors were extracted on the JDRS, namely organisational support, growth opportunities, social support, overload, advancement and job insecurity. Job resources (including organisational support and growth opportunities) predicted 26% of the variance in vigour and 38% of the variance in dedication. Job demands (overload) impacted on dedication of academics at low and moderate levels of organisational support.
Highlights
The objective of this study was to investigate the work engagement of academics in selected South African higher education institutions as well as the impact of job demands and job resources on their work engagement
The results confirmed that job resources predicted work engagement, whereas job demands impacted positively on dedication when organisational support was low to moderate
The results showed that a two-factor model of work engagement fitted the data better than a one-factor model
Summary
The objective of this study was to investigate the work engagement of academics in selected South African higher education institutions as well as the impact of job demands and job resources on their work engagement. Job demands (overload) impacted on dedication of academics at low and moderate levels of organisational support. The abovementioned factors contributed to an overload of demands and an under-supply of response capabilities in higher education institutions (Clark, 2000), which might affect individuals’ psychological experiences of their work and their distress and eustress (Nelson & Simmons, 2003). No studies regarding work engagement of academics in South African higher education institutions or the factors that impact on it have been reported.
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