Abstract
In the last several years, the Private universities in Malaysia have undergone a wide range of reconstruction and developed programme that has been increasing organizational stress experienced by academics. This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via many cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analysed through SmartPLS software that has delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.
Highlights
Organizational stress has been a growing problem recently and it is a major issue in the higher academic institutions that have negative impacts on academic performance, while academic staff play fundamental role in creating, building and developing knowledge and innovating with teaching and training (Ling, 2014)
According to Winter et al (2000), university staff who works as lecturer, senior lecturer, associate professor and full professor faced institutional demands pressures to publish articles and obtain external funding, increasing their work-load and time constraints even more further globally and more than 64% of these staff encountered at least one of the stress indictors that flows in academia's arena
According to Jonker (2016), developed countries such as the UK, Australia and US the global changing in curriculum design and an increasing number of students especially in postgraduate positions have led to a notable demand in universities and increase job pressures of academics, as well as developing countries such as Malaysia and Indonesia
Summary
Organizational stress has been a growing problem recently and it is a major issue in the higher academic institutions that have negative impacts on academic performance, while academic staff play fundamental role in creating, building and developing knowledge and innovating with teaching and training (Ling, 2014). 86% of faculty staff in US universities found their workplace very stressful (Moller, 2009). Likewise, being effective in universities as faculty staff depends on a crystal-clear path of how to combine the elements of research and teaching service in a way that makes the best use of the time (Jacob et al, 2015). Universities passing through the transition of constant changes globally, academics received organizational stress more that past, especially dynamic changing in multitask duties and curriculum design, resulting in high-performance expectation to be met in academic workplace (Kaur et al, 2018). In a bid to enhance performance in universities, the academics work more to boost their outcome such as teaching activities, production of papers for publication in high impact journals, application of research
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