Academic Work Environment Research Articles

Decoding South African lecturers’ frustrations with neoliberal governance approaches

Corporate norms and values, characterised by an enterprise ethos, became the new parameters that defined the academic environment. Academics are increasingly becoming concerned about the commodification of higher education and its impact on academic quality and the standards of quality graduates. The voices of South African academics and their experiences within the neoliberal university governance remain underexplored in the current literature. This study aimed to enhance understanding and contribute to knowledge by exploring lecturers’ experiences within a corporatised academic work environment. This study took place across public and private higher education institutions in South Africa. A cross-sectional, qualitative, interpretative phenomenological research design was employed. Data was collected by means of semi-structured interviews with a diverse sample of 20 lecturers. The data analysis followed the principles of interpretative phenomenological analysis. The findings of the study identified three key areas that triggered feelings of frustration with management: (1) participants experienced a lack of management’s understanding of governing academic work environments, (2) an erosion of their collegial culture, and (3) a lack of transparent communication.Contribution: A key contribution of this study, which set it apart from other studies, was lecturers’ perceptions that their professional identity, collegiality, autonomy, and academic freedom were in crisis.

Reflecting on the Impact of Hybrid Work on an Academic Library Using the Socio-Ecological Model

Covid-19 led to a dramatic change in the academic library work environment, with many workers shifting to a hybrid work schedule once they returned to in person work. The authors describe the impact of this schedule shift through the novel use of the socio-ecological model. The socio-ecological model looks at the impact of choices through varying circles or levels. The authors discuss the individual, interpersonal, community, and societal levels of impact that the switch to hybrid work had within their context and discuss their role as unit leaders and the decisions made to address these varying impacts.

Work Stress and Job Satisfaction among Staff in a New Medical University

Background: Services rendered in exchange for reward or payment may be referred to as a job. Different rewards exist for different services; however, some services are associated with varying levels of discomfort, deprivations or denials which the individual may perceive as stress. The aim of this study was to evaluate the relationship between job stress and job satisfaction among members of staff in a new medical university in the year 2020/2021.
 Materials and Methods: A cross-sectional analytical study was conducted among total population of members of staff in a private medical university, using a pretested questionnaire. Data was analysed using The Statistical Package for Social Sciences (SPSS) version 20.0.
 Results: A total of one hundred and twenty-eight (128) respondents were involved in the study. There were 52 (40.6%) lecturers. The cumulative mean score for academic workload, work environment, student-related issues, and research and career development was 10.84. There was unwillingness among a variable number of staff (between 19 (14.8%) and 71 (55.5%)) to comment on job satisfaction. Fewer respondents strongly agreed with positive items of assessment for job satisfaction. A statistically significant inverse difference was found between job stress and job satisfaction.
 Conclusion: Although varied degrees of work stress were recorded among the university staff, the cumulative average stress score was high. Fewer respondents strongly agreed with positive items of assessment for job satisfaction, and a few staff were unwilling to provide responses on job satisfaction. Efforts should be intensified to reduce stress among staff with the goal of improving job satisfaction.

Fatores que afetam o sucesso profissional de enfermeiros que atuam na área de tecnologia de reprodução assistida

Objective: to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. Method: a cross-sectional study conducted in 53 fertility centres in 26 provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing Work Environment Scale. Descriptive and inferential statistics were applied. Results: 597 assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75 [standard deviation (SD) = 1.01] and 3.42 (SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. Conclusion: attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.

Factors that affect career success of nurses who practice in assisted reproductive technology.

to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. a cross-sectional study conducted in 53 fertility centres in 26provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing WorkEnvironment Scale. Descriptive and inferential statistics were applied. 597assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75[standard deviation (SD) = 1.01] and 3.42(SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.

A Holistic Perspective: Investigating the Links between Workplace Spirituality, Organizational Commitment, and Well-Being among Higher Education Professionals

This comprehensive review paper investigates the intricate relationships among workplace spirituality, organizational commitment, and well-being in the distinctive context of higher education institutions. With the overarching goal of cultivating a supportive and spiritually nurturing workplace environment, this study rigorously explores the presence and impact of spiritual support practices in higher education. Employing a systematic research methodology, 25 pertinent articles were meticulously selected from an initial pool of 130 publications, sourced from platforms such as “Google Scholar,” “Scopus,” “Web of Science,” and “Research Gate.” The discussion section critically examines the interplay between workplace spirituality and organizational commitment, underscoring the crucial distinction between organizational and personal spirituality. It further delves into the implications of workplace spirituality on the well-being of higher education professionals, particularly in light of the evolving challenges and opportunities within academia. Notably, the COVID-19 pandemic is acknowledged as a transformative force that has highlighted the pivotal role of academic staff in distinguishing educational institutions. In conclusion, this review paper accentuates the transformative potential of workplace spirituality within the competitive academic landscape. It posits that workplace spirituality engenders positive outcomes for individuals, groups, and organizations, playing a pivotal role in enhancing overall effectiveness. The paper underscores the imperative for higher education institutions to nurture agile and motivated teaching staff, prioritizing their well-being and professional growth. By integrating spirituality into the academic milieu, institutions can foster healthier workspaces, attract and retain top-tier talent, and contribute significantly to the holistic development of their faculty members. In summary, this review paper offers a holistic perspective on optimizing the academic work environment by exploring the complex dynamics of workplace spirituality, organizational commitment, and well-being within higher education institutions.

Establishing a nursing academic healthy work environment: An evolving process

The shortage of nurse faculty is a major barrier to addressing the growing nurse shortage. Despite recommendations to focus on creating a healthy work environment (HWE) in nursing academia, many nursing faculty attribute leaving the role to a negative workplace culture. Leadership at one school of nursing (SON) identified the need to detect workplace culture to guide planning aimed at building an HWE. The creation and implementation of a workplace culture survey are explained, and subsequent actions are explored. A workplace culture survey and targeted interventions have the potential to establish an HWE and should be considered by all SONs.

Work values and attitude towards the academic work environment of maritime instructors in one private maritime higher education institution

Work values and attitude towards the academic work environment of maritime instructors in one private maritime higher education institution

Gendered Micropolitics in Academic Work Environments: Uncovering Microaggressions during the COVID-19 Pandemic

The COVID-19 pandemic has brought increased attention to the existing gender asymmetries in academia, which have been extensively studied in the literature. Using the analytical lens of “gendered academic citizenship”, this paper takes a micropolitical perspective to examine how the pandemic has impacted the dynamics of academic work, specifically focusing on the often-overlooked aspect of everyday interactions in the work environment. Through qualitative and quantitative analysis of survey data collected from 1750 lecturers and researchers in Portuguese higher education and research institutions, the study uncovers that women, especially those who are younger, single, have specific caregiving responsibilities, and are in the early stages of their careers, were more vulnerable to experiencing “everyday” microaggressions such as silencing, exclusion, belittlement, being ignored, lack of validation, and invisibility compared to men during the pandemic. These findings suggest that, while the marginalization of women in academia is a longstanding issue, the virtual work model has created a platform for the expression of subtle forms of disempowerment and discrimination against women. These dynamics are perpetuated within the micropolitics of organizations, shaping subjective feelings of belonging and circulating differential levels of recognition within academic institutions.

Did the 2017 wage increase improve job satisfaction of academic staff? A case study of the university of Nigeria, Nsukka

Many employees are merely holding on to their current jobs for lack of alternatives. Such staff members are no longer deriving satisfaction from their current jobs. Lack of satisfaction impinges on workers productivity and attitude to work generally. Some employers strive to engender satisfaction among its employees through improvements in the working environment, staff training and retraining, provision of more working tools and financial incentives including salary reviews. The University system in Nigeria has witnessed mass exodus of staff and general discontent as manifested in strikes, work to rule and other labour antics. To contain this challenge the Federal Government of Nigeria offered wage increases to all publicly owned University workers. This study investigated the effects of the 2017 wage increases on job satisfaction of academic staff in University of Nigeria Nsukka. 75 respondents were purposively selected for the study. Data were collected with the aid of questionnaire as well as an interview schedule. Table summaries, frequency counts and percentages were used to analyse the data. Findings show that the 2017 wage increases had some positive relationship with job satisfaction among the academic staff. While wage increases was a factor in academic staff satisfaction with their jobs, it was also found that in spite of wage increases, the academic staff were desirous of decent and improved work environment, infrastructure, training and retraining, workload and independence of the system. To improve job satisfaction among academic staff, a holistic motivational approach need be adopted. Keywords: Academic staff, employee, Job-satisfaction, job description, wage increase, work status, work environment, Nigerian universities and motivation

Predictors of Nursing Faculty Job and Career Satisfaction, Turnover Intentions, and Professional Outlook: A National Survey.

Retaining talented and experienced nurses in clinical practice and academia is crucial for maintaining continuity, ensuring high-quality care and education, and fostering a positive work environment. Although factors influencing nursing staff retention are well documented, little is known about how workplace factors impact nursing faculty retention outcomes. A national survey involving 645 nursing faculty across Canada was undertaken. Multivariate regression analysis with interaction effects was conducted to determine the association between work-related factors (i.e., workplace culture and work-life imbalance) and faculty job and career satisfaction, turnover intentions, and professional outlook. Supportive workplace culture positively influenced faculty job and career satisfaction and professional outlook, while it negatively impacted turnover intentions. Conversely, work-life imbalance decreased faculty job and career satisfaction and professional outlook (i.e., confidence in nursing program, profession), and it increased intentions to leave the job. Our results offer insights into the work-life experiences of Canadian faculty members and shed light on key factors that impact their job-related outcomes. In the context of competing resources, every effort must be made to improve modifiable workplace factors such as the academic work environment and create targeted interventions and policies to promote faculty retention.

Link between job burnout antecedents and consequences: an empirical study on higher education faculty members in the Saudi context

PurposeThis study aimed to examine the antecedents, correlates, and consequences of burnout among higher education faculty in Saudi Arabia using the theoretical framework of the job demands-resources model.Design/methodology/approachUsing a quantitative research design, a cross-sectional survey was employed to collect data from faculty members across multiple Saudi universities. The constructs were measured using validated scales, and data analysis included exploratory factor analysis, Pearson correlation analysis, factorial ANOVA, and multiple regression.FindingsThe study identified moderate levels of burnout, confirming a significant positive relationship with role conflict and a negative relationship with internal locus of control. Burnout significantly contributed to depression, insomnia, and turnover intentions. However, no significant relationship was found between burnout and workplace conflict when controlling for other variables.Research limitations/implicationsThe study's findings can inform policymakers and academic administrators about measures to alleviate faculty burnout, thus contributing to healthier academic work environments aligned with Saudi Arabia's Vision 2030 goals.Originality/valueThis research extends the job demands-resources model within the context of higher education institutions in Saudi Arabia, offering nuanced insights into burnout dynamics among university faculty in this region. Despite the model's robustness, the absence of a significant relationship between burnout and workplace conflict signals the need for a more intricate understanding of burnout's antecedents and consequences.

The Influence of Principal’s Academic Supervision and Work Environment on Teacher’s Performance

This study aims to determine the effect of the Principal's Academic Supervision and the work environment on the performance of SMK teachers in Mesuji District. This type of research is quantitative research with a research design using an ex post facto research design. The sample in this study is a total of all SMK teachers in Mesuji District. consisting of 100 teachers. Data collection technique using a questionnaire. Data analysis techniques using quantitative descriptive analysis techniques, and multiple regression. The results of this study state that 1) there is a significant effect of Principal Academic Supervision on the performance of SMK teachers in Mesuji District; 2) there is a significant effect of the work environment on the performance of SMK teachers in Mesuji District; 3) there is a jointly significant effect of the Principal's Academic Supervision and the work environment on the performance of SMK teachers in Mesuji District.

Bullying in the Academic work Environment at King Saud University from the Perspective of the Faculty Members

Objectives: The study aimed to identify the forms of bullying in the academic work environment, reveal its causes, and provide suggested solutions to combat and reduce it.&#x0D; Methods: The study was conducted on a sample of 361 faculty members at King Saud University, chosen using the stratified random method. The descriptive analytical approach was used as a research methodology, and a questionnaire tool was applied to collect data.&#x0D; Results: The findings of the study showed that among the forms of bullying that obtained a high degree of agreement from the study sample were deliberate isolation and exclusion from committees, activities, and events; obstruction of important goals such as access to academic leadership positions or benefiting from university resources; and settling personal scores through means such as performance evaluation, hindering job promotion, and discussing scientific theses/dissertations. The study findings also showed a very high degree of agreement among the study sample members on the causes of bullying, including the lack of anti-bullying policies and the absence of a culture promoting human rights in the academic work environment.&#x0D; Conclusion: The study concluded that establishing an anti-bullying policy at the university, the adoption of a framework by the university administration to change the culture of tolerance and condoning of bullying, and raising awareness among faculty members about the anti-bullying policy and its written rules through awareness programs are among the suggested solutions for combating bullying, which received a very high degree of agreement from study participants.

The Challenges and Issues Faced by the New Appointed Academic Staffs of the University in the Emerging Market

Purpose: The aim of this research is to explore the issues and challenges faced by the new appointed academic staffs of a public university in Malaysia. Theoretical framework: The appointment of the new academic staffs in the university offers a whole new paradigm and dynamic while could be beneficial for the universities’ ecosystem entirely. Among the benefits are contributing new ideas and implementation for improvement as well as fostering positive attitude within the environment. However, the staffs could encounter with various issues and challenges at the entry stage which could deter his or her development further. Design/methodology/approach: A qualitative approach is employed in this research where the academic staffs with less than 3 years’ working experience were interviewed in order to understanding the obstacles faced. The data gathered is analyzed using NVivo12 software. Findings: The findings of this research revealed that issues pertaining Key Performance Indicators (KPIs), teaching and learning which involved unfamiliar subjects and issue surrounding online classes, difficulties in publication and research component due to lack in knowledge, skills and experience, allyship in academic working environment as well as juggling between the demanding workload of teaching and administrative works with completion of the Postgraduate Diploma in Higher Education Learning and Teaching (PGDHELT) course. Research, Practical &amp; Social implications: This research offers some practical significances particularly to the university’s management and the newly appointed academic staffs on board. The identification of issue and challenges among newly appointed staffs is significant in finding solutions. Originality/value: As a practical implication, this research paper sheds new light for both the Ministry of Higher Education (MOHE) Malaysia and the university’s management to formulate a handful and effective training and development program to smoothen the transition process of the new appointed academic staffs into the academic world in the university.

UDRŽITELNÉ VEDENÍ V DIGITÁLNÍM PRACOVNÍM PROSTŘEDÍ

Purpose of the article The purpose of the article is to monitor the needs of employees and leading staff within a challenging, new and/or unknown working environment, point out the challenges of the digital working environment and formulate key suggestions for Leaders and Human Resource Managers. Methodology/methods Literature Review was executed and Primary Qualitative Research based on semi-structured interviews with university students and staff was proceeded. Data was analyzed with the help of the content analysis principles. Scientific aim The aim of the primary research was to find out the long term consequences of the pandemic on superiors and subordinates based on the sample of university employees and students. Namely the needs of students and university staff managed and working remotely were aimed to be identified in order to draw attention to the challenges of the digital work environment and to formulate key recommendations for leaders, managers and employees of the human resources department. Findings Key factors influencing the mental health and well-being within the academic working and study environment were identified and based on that recommendations on possible future superiors ́ actions were drawn. Conclusions (limits, implications etc.) Emotions varied on a fairly varied scale including both extremes negative as well as positive. The usual experience of stress (due to unexpected changes in life) was multiplied especially by individual developmental crises and not satisfying) family backgrounds. Among the crucial implications the need of coping strategies to be applied by leading employees was revealed. The research findings are limited by the narrow focus of the environment of investigation - academia.

Gender-related differences in career development among gynecologic oncology surgeons in Europe. European Network of Young Gynecologic Oncologists' Survey based data.

Gender-related differences in career development are well known issues in various professions. An international survey on gender-related differences was performed among young gynecologic oncology surgeons in Europe to identify potential gender inequalities in career development. A survey on demographics, clinical and academic working environment, family/parenting, career development, salary and leadership was sent to all members of the European Network of Young Gynecologic Oncologists (ENYGO), which is a network within the European Society of Gynecologic Oncology (ESGO). Gynecologic oncology surgeons and obstetricians/gynecologists who actively work in this field in Europe were included in the study. Responses were analyzed from 192 gynecologic oncology surgeons of whom 65.1% (125/192) were female (median age 37, IQR: 34 - 42) and 34.9% (67/192) were male (median age 38, IQR: 36 - 41). Male reported to perform a median of 15 and female a median of 10 operations per month (p = .007). Among female, 24.8% had a leadership position vs. 44.8% among male, crude OR = 2.46, 95% CI 1.31-4.62, p<.01. When stratifying for age under 41 and having children, 36.7% of male and 5.6% of female had a leadership position, adjusted OR 10.8, 95% CI 3.28-35.64, p<.001.A significantly higher proportion of female compared to male believed they earned less than their gender counterparts at the same clinical position and with same qualifications (30.4% vs. 2.5%, p<.001). There was not a statistically significant gender difference in the academic qualification PhD degree or professorship (p = .92 and p = .64, respectively). In the previous year, male published more peer-reviewed articles than female (median 3 vs. median 2; p = .017). This first comprehensive survey on gender-differences in gynecologic oncology in Europe revealed that there are gender gaps concerning several aspects during the critical time of career development in the young generation of gynecologic oncology surgeons. These gender gaps are particularly reflected by a lower rate of female leadership positions. ENYGO and ESGO are dedicated to work on solution to overcome the identified obstacles and to support closing gender gaps.

Academic women’s voices on gendered divisions of work and care: ‘Working till I drop . . . then dropping’

Our main goal in this article is to discuss the structural and persistent problems experienced by women academics, especially with respect to the gendered divisions of academic tasks and unequal divisions of care obligations in the domestic sphere. The analysis is based on reflexive thematic analysis of the open-ended questions of an online questionnaire on the academic work environment, work satisfaction, stress, academic duties and allocation of tasks, and thoughts on gender equality. Academics from different countries voice their lived experiences, frustrations as well as worries about their future. We aim to highlight how these issues are embedded in the structures of academic capitalism and argue against the tendency to individualise these issues in a bid to inspire an informed collective resistance.

An Assessment of High-Performance Work System Theory towards Academic Development, Work Environment and Promotion in Higher Education: A Thailand and International Comparison

An Assessment of High-Performance Work System Theory towards Academic Development, Work Environment and Promotion in Higher Education: A Thailand and International Comparison

Implementing an institution-wide pedagogical change in an Israeli college: The AWpack advising system in support of academic writing

Universities and colleges around the globe struggle to find ways to improve students’ academic writing skills. With the goal of tackling students’ writing skills on an institutional level, we set out on a 6-year journey to seek ways of enhancing the teaching of academic writing on a wide selection of courses. Here we describe and analyze the challenges entailed in implementing an intervention in a teachers’ college in Israel. We found that as the implementation process evolved, a shift from a top-down approach to a bottom-up approach resolved three different challenges: (a) The management challenge, which comes into play when leading any type of change; (b) The challenges specific to the academic work environment; and (c) The challenges of providing effective pedagogical tools for the implementation of the change. The one-on-one advising system, constituting the final stage of the process brings about the desirable change in broader terms. Based on the Tpack model, we offer AWpack (Academic Writing—pedagogical and content knowledge) as a strategy for implementing an institutional pedagogic change in the case of academic writing. Moreover, we show that as a working strategy within an academic institution it may facilitate other sought-after pedagogic changes.