The Effect of Professional Burnout on the Performance of Academic Staff in Higher Education in Kosova

An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.

Technostress is a term used to describe stress that individuals feel as a result of time and technology. Employees in higher education use digital tools for everything: they teach, do research and administer papers. From early morning to the dead of night, email and text alerts keep interrupting them constantly. Your stress level goes up when the university insists you adopt digital technologies is is constantly changing, yet there are no corresponding incentives or resources dedicated to training. The flow of digital information coming from all sides makes it really difficult to do one's work effectively. These conditions contribute to high anxiety levels among university staff but despite numerous efforts nothing at all is solved. The higher the technostress, the less people like their jobs and the higher the turnover rate. Data indicate affected personnel have reduced productivity. A training program helps staff to adapt to new technology quickly. Offers of flexible working terms and resources, means relieve workplace pressure. Counseling provides assistance to staff facing mental health challenges. Employees undergo different experiences of technostress due to their age, education level, position in the institution, service being rendered by them-in other words, numerous factors. Older staff members have more problems with new technologies than younger colleagues. Women reported that they had difficulty adapting to digital tools and systems. Some jobs mean higher technological engagement, increasing levels of stress. Unlike factory jobs in colleges you are expected to be available around the clock! Academic staff often receive emails or messages in the middle of the night. Study survey was conducted among 208 academic staff from higher education institutions to know the Impact of Technostress on the Well-Being of Academic Staff in Higher Education and found that Work Overload, Work-Life Imbalance, Job insecurity and Health are the factors that shows the Impact of Technostress on the Well-Being of Academic Staff in Higher Education.

PurposeThis paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health.Design/methodology/approachTwenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion.FindingsAlthough the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority.Research limitations/implicationsThere is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area.Practical implicationsEstablishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management.Originality/valueThis is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

Job satisfaction in a work place is a feeling of contentment that a n employee derive from his role and responsibilities in the workplace and is dependent upon a number of factors, pertaining to personal, organizational and environmental factors. Considering the job profile and the demand for quality education among universities, the job satisfaction of academic staff in higher education is also affected. This paper aims to examine the job satisfaction of academic staff in higher education as well as private universities in UAE.This study adopts a quantitative research methodology using survey according to 5-point Likert scale instrument. The survey has been divided into ten internal and external factors to determine job satisfaction of academic staff. The data obtained from the survey has been analysed by using statistical and regression analysis.The study concludes that the academic staff of the private universities in UAE has been significantly satisfied with their jobs. It also found that only few factors have positively influenced job satisfaction, especially, supervisor support, promotion and support from colleagues. On the other hand, the study found that recognition and rewards for work done had a negative impact on job satisfaction of academic staff.This study has important implications for higher education management in the development of job satisfaction of academic staff in the UAE. The authors determined that the selected factors, with few exceptions, behaved accordingly to what was expected.

Being physically active is reducing the risk of non-communicable diseases. A cross sectional mixed method study was conducted to analyze health status and explore supporting and inhibiting factors of physical activity among academic and non academic staff in higher education. A total of 83 respondents were met the inclusion and exclusion criteria. The majority of UAD staffs are physically active and overweight. No significant health problems are found. Individual, social and environmental factors are identified as factors that can support and inhibit physical activity. Policies at the Faculty and University level are needed as well as cross-sectoral collaboration with related parties to support physical activities in UAD.

Seeks to identify issues that impact on the motivation of academic staff in higher education. Argues that the rational‐economic model, the social model, the self‐actualizing model and the complex models of motivation provide a basis for analysing staff motivation as a central issue in evolving quality cultures. Discusses environmental factors that impact on motivation including: approaches to financial rewards, the culture of teaching and higher education, the diversity of staff experience and roles, personal autonomy, and organizational structure.

Annual assessment of academic staff and regular publication of the results of such evaluations on the official websites of higher education institutions, on information boards and in any other way is a regulatory requirement laid down in subparagraph 3 of paragraph 2 of Article 16 of the Law of Ukraine «On Higher Education». Existing methods of academic staff assessment found in literature do not allow to make judgments about the quality of educational work, or are based on student surveys and therefore incorporate a number of errors introduced by the subjective nature of assessment. The purpose of this work is to develop an objective way to assess the educational work of academic staff in the field of health care. We propose a system for such assessment, which consists of a subsystem of external independent assessment of students’ knowledge, for example in the format of unified state qualifying exams (USQE: «Step-1», «Step-2», «Step-B» etc.), and a subsystem of internal administrative analysis. The internal administrative analysis subsystem combines the results of students who were taught by a particular teacher in a particular discipline, in the relevant USQE subtest using a special formula and adjusts them to the potential of each student, the complexity of the subtest and the total complexity of USQE in that academic year. The proposed system is implemented in the medical faculty of Uzhhorod National University, and the result of the academic staff assessment was discussed at the academic council of the faculty and at the meetings of departments. The application of the developed system provides an objective assessment of the educational work in the field of health care, and the results of its application are a motivating factor in educational activities and can be taken into account during the renegotiation of contracts for academic staff in higher education.

This paper analyses the opportunities and challenges of academic staff in higher education in Africa. The paper argues that recruitment, appointment and promotion of academic staff should depend highly on their productivity (positive production per individual human resource). The staff profile and qualifications should be posted on the University website in order to promote publicity and networking among scholars. The paper observes several challenges that face the African Universities today – funding (enhancement of financial base and sustainability), infrastructural demands, inadequate staff remuneration, high student enrollment with low staff-student ratio, and governance/management deficits. In spite of these challenges, it is possible to identify and implement strategic interventions to admit quality students/optimum level of student intake, appoint and retain quality academic staff if we are to build a well-functioning University for both institutional and society development in Africa.

Performance of academic staff in Kenya drives the country’s economic growth and the well-being of the society, and the universities are central in the development of the human capital that is required for national progress. Despite the critical role they offer in higher education through teaching, carrying out research, and engagement in community service, it is only one university in Kenya that appeared at position 1425 in the 2023 Global 2000 list. This was a drop from the year 2022, and this was due to reduced employability of graduands and academic staff research performance. Statistics indicate that about 91% of public universities in Kenya face challenges in their service delivery. There is also criticism about low-quality education, inefficiencies, limited quality research, and poor performance in their teaching, carrying out research, and engagement in community service. This study therefore sought to establish the effect of mental wellbeing programs and performance of academic staff in selected chartered public universities in Kenya.The study employed positivism philosophy, and the study was drawn upon a theoretical framework informed by social exchange theory and the social ecological model. The study used both descriptive and cross-sectional designs. The study population comprised 7,090 academic staff, with a sample of 379 from eight public universities that were purposefully selected. Stratified random sampling and simple random sampling were used to select academic staff. Data was gathered using semi-structured questionnaires based on a 5-point Likert scale.A pilot study was conducted to establish the study’s suitability and appropriateness during data collection. The content analysis technique was used in analyzing qualitative data that was presented in narrative form. Descriptive statistics were used to analyze quantitative data in close-ended questions comprising frequencies, percentages, means, and standard deviation. The study used both simple and multiple regression with inferential analysis to assess the association of the hypothesized constructs. The research used a 95% confidence level to test the hypothesis.The study established that the mental wellbeing programs were statistically significant and had a positive effect on the performance of academic staff in chartered public universities in Kenya. To enhance academic staff performance, the research recommends the public universities promote inclusive recognition and enhance counseling and promotion of communication and feedback. It is imperative to enhance participation of academic staff in mental wellbeing programs since this fosters a supportive environment that supports sustainable staff performance. To further enhance employees’ performance, the institution should strengthen research support and community engagement and integrate mental wellbeing initiatives into performance systems.

Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective

The performance of university academic staff has become an issue of concern as different governments continue to push for quality higher education globally. It is expected that universities contribute to national development by offering first-class professionals in various fields. This study sought to investigate the effect of occupational stress interventions on the performance of academic staff in selected public universities. The study was guided by: the person-environment fit theory, cognitive dissonance theory as well as broaden and build theory. Moreover, the study was anchored on the philosophical approach of positivism. The study adopted an explanatory design and a cross-sectional survey. Inferential and descriptive statistics were then used to analyze the data. Descriptive statistics were given in terms of percentages, frequencies, and measures of central tendency. Inferential statistics were used to gauge the nature and extent of relationships between variables by using regression analysis at a 0.05 level of significance. The findings show a positive and significant relationship between occupational stress intervention and the performance of academic staff.

There has been a constant debate regarding fairness during the promotion process and academic growth among the academic staff in higher education around the world. In the context of Tanzania, higher education depends on the academic qualifications, ranks, experience and level of job satisfaction among their academic staff for quality teaching, research and consultancy works. This mixed study focused on the experiences and attitudes of 85 staff on promotion and motivation from a selected public university in Tanzania. Quantitative data were collected from 74 academic staff, 1 professor, 4 senior lecturers, 30 lecturers, 25 assistant lecturers and 14 tutorial assistants. Moreover, 3 staff from the human resources directorate and 8 heads of academic departments were interviewed. The results demonstrated that the majority of the academic staff (82%) were satisfied with the sponsorship process in local and overseas trainings (N = 61) and the duration of three years for new promotions (N = 65 and 88%). On the other hand, the majority of the academic staff were dissatisfied with being involved in decision-making for in-service training opportunities (N = 65, 88%). Similarly, academic staff were dissatisfied with the promotion criteria and promotion process (N = 60, 81%) and (N = 45, 60%) respectively. The qualitative data revealed the dissatisfaction of academic staff on awareness of the current institutional promotion criteria and standards that may open loopholes for rude administrations. It was concluded that promotion in various universities has been associated with some micro politics and hullabaloos. Since academic staff qualifications are global, criteria for promotions should remain homogeneous, fair and equal to all staff.

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the benefits of OER also extend to staff in higher education, such as academic staff. For this group, OER can provide opportunities for collaboration, promote curriculum innovation and student led content development, as well as contribute to university teachers’ much needed continuing professional development. In this paper, we examine the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues that they may face. It also examines some existing activities and strategies for professional development in higher educational institutions and provides some recommendations for academics, academic developers, institutions, and the sector in general.

Objectives: The purpose of present study was to identify the role of ICT to achieve sustainable development goals of university by enhancing faculty research production at PNU. Theoretical Framework: Information Communication Technology (ICT) has impacted faculty research productivity in higher education. Any university's Sustainability and ranking depend on the caliber of its research output and the quality of the instruction they provide. High-quality research output raises a university's stature and reputation nationally and internationally. Hence faculty research productivity of any university helps to achieve the sustainable development goals of any educational institute. Methods: Both primary and Secondary data were used for the study. Secondary data included the examination of databases of Scopus and Web of science to examine the Published research. Primary data included a survey in the form of interviews. Interviews were conducted among faculty members selected randomly from 2500 faculty members teaching different college courses. Interviews were conducted in the various departments of Princess Nourah bint Abdulrahman University with a minimum of two faculty from each college. Results and Discussions: It was found that although there is a significant association between the ICT integration by faculty in research activities and their research productivity, researcher characteristics and institutional support also played a significant role in enhancing faculty research productivity at PNU. The results indicated that the integration of ICT had a positive and significant impact on faculty Research Productivity. However, institutional support such as Funding, Research Environment, Rewards and Promotion, and teaching load had the highest impact on Research Productivity. Research Implications: The findings of the study are useful for educational institutes and university to frame their research policies to encourage faculty research.Implementing proper research Funding policies is essential to encourage research productivity in the university, The findings suggest that although teachers are ICT skilled, the institute must provide adequate research training workshops to create awareness about various ICT tools and software for research analysis. Originality/Value: Universities are taking numerous steps worldwide to encourage the research culture among their academic personnel. The present research is providing measures for improving ICT utilization among the academic staff in higher education in Saudi Arabia.

A joint project carried out by Leeds University and Loughborough University, funded by JISC, studied the information literacy of non academic staff in higher education. The in-depth, qualitative study deployed an information audit, interviews and focus groups with eleven staff in the Finance and Research Departments at Loughborough University. The information literacy needs of staff were compared with the JISC i-skills model. The hierarchical and collaborative nature of the workplace meant that people’s experience of information literacy in the workplace was more fragmented than in the academic context. Common labels could be used to describe information literacy in the different contexts but more emphasis was placed on data, internal information and information from other people in the workplace. Time had an impact on information literacy. Social networking skills were recognised as key information literacy skills. The need for staff to know how to organise information and develop information policies was identified.