Faculty Well-being Research Articles

Embracing virtual support: A phenomenological study on the lived experiences of Filipino guidance counselees during the Covid-19 pandemic

The Covid-19 pandemic profoundly impacted student and faculty well-being, necessitating a closer examination of guidance counselee experiences in virtual counseling. This research aims to address the unique challenges and benefits of virtual counseling during crises and improve guidance counseling delivery. This qualitative research explored the experiences and challenges of Filipino guidance counselees during virtual counseling amid the pandemic using phenomenological inquiry. Ten purposively selected participants underwent in-depth interviews, then the information was transcribed and analyzed thematically. Analysis revealed three major themes: Psychological struggles, challenges of virtual counseling, and the importance of virtual counseling. Participants discussed psychological struggles, pre-existing mental health conditions, and challenges like poor Internet connectivity. They emphasized the significance of virtual counseling for well-being. The findings underscore recognizing and addressing counselees' psychological struggles during the pandemic. Effective support must mitigate challenges like technological literacy and resource constraints. Virtual counseling maintains connections despite social distancing restrictions. This research provides valuable insights into guidance counselee experiences during the Covid-19 pandemic in the Philippines. It emphasizes embracing virtual counseling advantages while addressing specific challenges. Policymakers and school leaders should recognize counselor expertise and provide comprehensive support. Further research is recommended to develop interventions for different age groups and educational levels. Understanding and supporting guidance counselees to promote mental health and overall development.

Assessing Workplace Factors That Influence Burnout and Identifying Recommendations to Support Well-being in Pharmacy Faculty

ObjectiveCreating environments that promote well-being is critical as studies have shown that burnout, and thus poor well-being, results in poor health outcomes and declining workplace retention. While studies have measured the prevalence of burnout in pharmacy faculty, a gap exists regarding workplace factors that impact faculty well-being. The purpose of this study was to assess factors influencing pharmacy faculty burnout and identify recommendations to improve faculty well-being. MethodsFull-time pharmacy faculty were invited to participate in this exploratory study. Focus groups were divided by faculty rank (ie, assistant, associate, full professor). A semistructured interview format was used to identify factors contributing to faculty burnout and fulfillment as well as solicit suggestions for strategies to improve well-being. Inductive coding was used to identify themes. ResultsEleven faculty participated in 4 focus groups: 6 assistant professors in 2 focus groups (n = 3 faculty/focus group), 3 associate professors in 1 focus group, and 2 full professors in 1 focus group. Common factors influencing faculty burnout included overwhelming workload, workplace inefficiencies, and unexpected factors. Factors contributing to faculty fulfillment included impact, having a passion for work, and connecting with others. Recommendations for improving well-being included school-level well-being initiatives from leadership, encouraging work-life balance, and implementing intentional well-being initiatives and resources. ConclusionParticipants identified several workplace factors that contribute to burnout and faculty fulfillment. This study fills a critical gap in the literature regarding factors that influence pharmacy faculty well-being and burnout and can inform strategies for fostering faculty well-being in pharmacy education.

Academic clinician frontline-worker wellbeing and resilience during the COVID-19 pandemic experience: Were there gender differences?

Prior research suggests COVID-19 has amplified stress on Academic Clinician Frontline-Workers (ACFW). The aim of this paper is: (1) to better understand the experiences of ACFW during the COVID-19 pandemic including their mental-emotional wellbeing, academic productivity, clinical experiences, and (2) to examine any gender differences. A cross-sectional survey was administered to University of Minnesota/M Health Fairview systems’ faculty February-June 2021. Of the 291 respondents, 156 were clinicians, with 91 (58 %) identifying as Frontline-Workers (ACFW). Faculty wellbeing was assessed using validated measures in addition to measures of productivity and sociodemographics. For example, ACFW reported a higher Work-Family Conflict (WFC) scores compared to non-ACFW (26.5 vs. 24.1, p = 0.057) but did not report higher Family-Work Conflict (FWC) scores (17.7 vs. 16.3, p = 0.302). Gender sub-analyses, revealed that women ACFW compared to men ACFW reported higher WFC scores (27.7 vs. 24.1, p = 0.021) and FWC (19.3 vs. 14.3, p = 0.004). Academically, ACFW reported submitting fewer grants and anticipated delays in promotion and tenure due to the COVID-19 (p = 0.035). Results suggest COVID-19 has exacerbated ACFW stress and gender inequities. Reports of anticipated delay in promotion for ACFW may pose a challenge for the long-term academic success of ACFW, especially women ACFW. In addition, women may experience higher FWC and WFC as compared to men. Schools of academic medicine should consider re-evaluating promotion/tenure processes and creating resources to support women ACFW as well as ACFW caregivers.

Olağanüstü Durumlarda Yükseköğretim Öğrenme Topluluklarının Sürdürülebilirliği: Türkiye Örneği

The COVID-19 pandemic had devastating effects on higher education systems and necessitated policymakers to take immediate measures. While this period is an opportunity to correct imperfections in higher education systems, it is also a challenge in terms of planning new policies that necessitate digitalized equipment and personnel support that increased due to the pandemic. The study aims to examine which factors of higher education learning communities can help sustain higher education institutions during and beyond emergencies. Based on a qualitative study presenting views of Turkish faculty, major findings reflect the key components of higher education learning communities. These were spotted as; ‘democratic and collaborative environments that target equitable student access to education, student success, as well as faculty professional development and well-being of faculty and students and examined through the lenses of critical pedagogy and transformational theory. Apart from the suggestions of the participants for sustainability, the author also presented some immediate-to-long-term policy suggestions for higher education decision-makers that prioritize equity, accountability, and quality, and the main principles of learning communities as collaboration and democracy, all of which are also important concepts for further development of society.

Consolidating Medical Education in Sudan During War

Background: Providing quality medical education in Sudan faces challenges due to armed conflicts. This short communication explores practical solutions for ensuring the continuity of medical education during the conflict in the Sudanese context. Methods: A comprehensive literature review covered relevant articles published from 1915 to 2023. Four major databases (PubMed, Scopus, Web of Science, and Google Scholar) were searched using keywords related to medical education, war, armed conflict, and affected countries. Data synthesis identified common themes, challenges, and trends and suggested solutions for medical education in conflict zones. Case studies from Ukraine, Liberia, and Iraq were included for a comprehensive understanding. Results: Collaborative alliances among medical schools facilitate resource sharing and support. Engaging the Sudanese diaspora through virtual collaborations, mentorship programs, and faculty exchanges enhance educational experiences. Stable regions as educational hubs ensure uninterrupted academic progress for students from conflict-affected areas. Online and remote education, including asynchronous learning and social media platforms, overcome access barriers and fosters knowledge sharing. Ambulatory teaching provides practical experience and adaptability. Prioritizing faculty well-being and professional development through training and support is crucial. Emphasizing resilience and adaptability in student education prepare them for healthcare delivery in resource-limited settings. Research and innovation contribute to evidence-based strategies. International collaboration and support offer opportunities for knowledge exchange and infrastructure improvement. Conclusion: Implementing collaborative strategies and innovative approaches helps Sudanese medical schools overcome challenges during armed conflicts and maintain quality medical education. These solutions empower students and faculty, enhance resilience, and contribute to improving healthcare systems in post-war Sudan.

How to Increase Emotional Infrastructure of Higher Education Institutions

Purpose: Studying how to increase the emotional infrastructure of higher education institutions is essential to foster a supportive and nurturing environment that promotes the well-being of students, faculty, and staff. This research examines strategies, practices, and policies aimed at enhancing emotional support, mental health services, and community-building initiatives to create an inclusive and conducive atmosphere for learning, personal growth, and academic success. The ultimate goal is to create higher education environments where individuals can thrive emotionally, academically, and socially, leading to improved student retention, satisfaction, and overall institutional success in a competitive educational landscape. Concept: Emotional infrastructure in higher education institutions refers to the system of support, resources, and practices designed to nurture the emotional well-being of students, faculty, and staff. It encompasses initiatives that promote mental health, community building, mentorship, and a culture of empathy and inclusivity. A robust emotional infrastructure is crucial for creating a positive learning environment, enhancing student engagement, and ensuring that individuals within the institution feel valued, supported, and equipped to thrive academically and personally. Methodology: This is exploratory research and makes use of the information obtained from various sources like scholarly articles, AI-based GPTs to analyse, compare, evaluate, and interpret the concept of emotional infrastructure for Higher educational institutions. Results/Analysis: The paper analyses and evaluates the key elements of emotional infrastructure required for autonomous Colleges and research Universities. It also discusses how to increase the emotional infrastructure for autonomous teaching colleges and research Universities based on organizational strategies. ABCD Analysis of Emotional Infrastructure from Various Stakeholders Point of Views are carried out. Originality/Value: Based on systematic analysis, the paper suggests some ideas to increase emotional Infrastructure of HEIs to attract global students and faculty members. Type of Research: Exploratory research.

Capturing the Personal and Pedagogical Experiences of Faculty During Emergency Response Teaching at a Research University in Abu Dhabi

The purpose of this qualitative study was to examine the teaching experiences and emotional well-being of faculty at a research university in the United Arab Emirates (UAE). The study took place during Emergency Response Teaching due to the global pandemic and its implications on instruction and learning. A 60-question-line interview questionnaire was disseminated to 400 faculty members during the spring semester of 2020. 26 faculty members (6.5%) completed the interview questionnaire. Results showed evidence of a range of pandemic-related, negative impacts on the faculty’s experiences and feelings. Many faculty respondents were challenged and frustrated in terms of being able to respond to a range of issues and themes identified in the study. The discussion focused on the development of preemptive approaches which might be developed for future use should a comparable situation arise.

A few small steps or giant leap? De-densify the curriculum in one move

IntroductionWe describe a two-year, stepwise curricular change plan with a goal to address student and faculty wellbeing by reducing curricular density and rescheduling courses. MethodsAt year five of a new practice-ready curriculum, we strategically assessed and redesigned our integrated learning experience (ILE) course sequence to minimize curricular density with consideration for student and faculty wellbeing. This stepwise approach to curricular revision involved converting an in-class day (three hours) to asynchronous delivery in 12 core didactic courses (first- through third-professional years) for one year followed by a transition to a four-day vs. five-day course week the following year. Additional scheduling changes were implemented to improve the use of physical classroom space and overlapping student activities. ResultsWhereas thinking a gradual transition would be more accepted, moving straight to a four-day ILE week would have been more beneficial for faculty workload and wellbeing and decreased student confusion. However, the rescheduling of courses freed up classroom space allowing all classes to be held in person in a physical classroom and alleviated overlapping curricular activities during the week. ConclusionsThe stepwise change of including an asynchronous day resulted in confusion and stress during the transition to a four-day class week and additional faculty work. However, adjusting the course schedule increased uncommitted student and faculty time, alleviated classroom constraints, and eliminated overlapping curriculum activities. Learning about our process and approach to reduce curricular density, what worked well, and lessons learned may allow other programs to be more efficient when making curricular changes.

From Great Resignation to Great Retention: Orientation as a First Step in Engaging Faculty Well-being

Onboarding lays a foundation spanning multipart missionsand teaches faculty how to engage and excel in the departmental environment. At the enterprise level, onboarding is a process to connect and support diverse teams, with a range of symbiotic phenotypes, into thriving departmental ecosystems. At the more personal level, onboarding involves guiding individuals with unique backgrounds, experiences, and strengths into their new roles, growing both the individual and the system. This guide will share elements of an initial step in the departmental faculty onboarding process, faculty orientation.

Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review.

In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.

The New Normal Learning: Its Effect on the Mental Health and Well-Being of Bataan Peninsula State University Students and Faculty

The transition in the educational system places pressure on all academic institutions and their stakeholders upon the strike of a pandemic. The issues of readiness of the students and faculty are a concern. An immediate shift from face-to-face classes to online learning was implemented. Students’ everyday experiences had been controlled. They were confined to the four corners of their house with their cellphone, iPad, or desktop. Different activities in school were missed by the students which cause stress and anxiety. This study aims to investigate the potential effects of online learning on the mental health condition (particularly stress and anxiety) of students and faculty in the university. One hundred thirty-eight (138) students and sixteen (16) faculties completed the Perceived Stress Scale (10 items), Generalized Anxiety Disorder 7 (GAD 7- 7 items), and Psychological Well-Being (18 items). In-depth interviews with students and select faculty were done for the qualitative part to understand their experience, challenges, difficulty, and benefits online. Students and faculty reported feeling stressed and anxious not only because of COVID-19 dangers but also due to social and physical limitations, lack of familiarity with new learning platforms, technical difficulties, poor connection, and life-work balance challenges. Self-care had been very essential to students and faculty for them to cope with new normal learning. Keywords: Mental health, Psychological well-being, Stress, Anxiety, Self-care, Mixed Method

Growth Mindset in Veterinary Educators: An International Survey.

Carol Dweck's mindset theory describes whether an individual believes that attributes, like intelligence or morality, can be honed (growth mindset) or are innate (fixed mindset). An educator's mindset impacts their approach to teaching, students' learning, participation in faculty development, and wellbeing. Mindset can affect faculty members' openness to curricular change, making the study of veterinary educator mindset timely and salient, as competency-based education is spurring curricular change worldwide. The purpose of this study was to examine the mindsets of veterinary educators internationally. A survey, consisting of demographic questions and mindset items (based on previously published scales), was distributed electronically to veterinary educators internationally, at universities where English is the primary instruction medium. Mindset was evaluated for the following traits: intelligence, clinical reasoning, compassion, and morality. Scale validation, descriptive statistics, and associations to demographic variables were evaluated. Four hundred and forty-six complete surveys were received. Overall, the study population demonstrated predominantly growth mindsets for all traits, higher than population averages, with some variation by trait. There was a small effect on years teaching towards growth mindset. No other associations were found. Veterinary educators internationally who participated in this study demonstrated higher rates of growth mindset than the general population. In other fields, a growth mindset in educators has had implications for faculty wellbeing, teaching and assessment practices, participation in faculty development, and openness to curricular change. Further research is needed in veterinary education to evaluate the implications of these high rates of growth mindset.

The Ohio State University Dream Team: Innovation for Well-being fellowship and coaching program.

Nearly 70% of faculty experience very high levels of stress. Integrative Nurse Coaching (INC) can help by assisting clients in establishing goals and embarking on new lifestyle behaviors that help to decrease perceived stress, achieve work life integration, and enhance life satisfaction. Our goal was to evaluate a faculty coaching and fellowship program to support faculty well-being while developing innovation competency. We employed an INC paradigm to coach five faculty to build confidence and competence in innovation and enhance well-being. We offered monthly group and individual coaching and used a qualitative research thematic analysis to determine themes important for the fellow and group experiences, identify outcomes, and create recommendations for the future. We identified the following themes as outcomes for our program: (1) enhanced connection, comradery, and support; (2) increased confidence and competence in navigating academia; (3) shift from a fixed mindset to an innovation mindset; and (4) increased ability to identify and manage stress and burnout. Fellows also experienced a shift from focusing on individual needs to addressing the needs of the community at the college. Nurse coaching is an effective strategy to address faculty stress and burnout. Additional research is needed to evaluate the Innovation for Well-being faculty fellowship program and its impact on the academic community.

Compressed 4-day workweek for dental faculty retention and recruitment.

Faculty recruitment and retention are major concerns faced by dental schools across the country. This increase in faculty shortage impacts training the next generation of clinicians and oral health care delivery in dental institutions, which together will exacerbate challenges related to access to dental care. The objective of this paper is to propose a compressed workweek as an incentive to improve recruitment, retention, and faculty well-being. There are several well-documented benefits of the 4-day workweek which include employee wellness, increased job satisfaction, happiness, and improved perception of personal worth. Cost savings may be also realized with this schedule, as expenses related to transportation and dependent care costs could potentially decrease. Altogether, these benefits have been shown to lead to reduced absenteeism, anxiety, stress, and burnout. This perspective piece will discuss how the 4-day workweek could be implemented in dental institutions, along with the benefits and challenges. Given the shortage of clinical faculty throughout the United States, we recommend this approach not only as a means to attract recent graduates to academia but also to ensure the retention of those who provide clinical instruction.

Workplace Well-being and Job Performance Among the Work-from-Home Faculty of BatStateU

The work-from-home scenario is a sudden drift in today's work environment. As the fear of the coronavirus grows, many industries have already pressed for this type of setup, even academic institutions. Merging work and personal life closer together and other challenges in working or teaching from home raise many questions about the faculty's well-being and performance. The main focus of this study was to determine the levels of workplace well-being and job performance in the new normal and to rule out a significant relationship between the two variables among the work-from-home faculty of Batangas State University. This study utilized a quantitative approach and used the descriptive correlational method design. Through stratified random sampling, the study's respondents were 140 WFH faculty. Pearson Product-Moment Correlation Coefficient was applied for the data analyzing method. The findings revealed that positive emotions were significantly related to task performance, contextual performance, and counter-productive work behavior. The engagement had a significant relationship with task performance and counter-productive work behavior but had no significant relationship with contextual performance. Moreover, relationships had a significant relationship with contextual performance and counter-productive work behavior but had no significant relationship with task performance. Meaning had a significant relationship with task performance and counter-productive work behavior but had no significant relationship with contextual performance. Finally, accomplishment had a significant relationship with task performance but had no significant relationship with contextual performance and counter-productive work behavior.

Emerging Virtual Communities of Practice during Crises: A Sustainable Model Validating the Levels of Peer Motivation and Support

The purpose of this study is to validate the role of social media among peers in a virtual community of practice, VCoP, by applying the Delphi technique of data collection and analysis. The study adopts the Grounded Theory methodology to identify the theoretical frame that is developed from the data analysis. The research design identified the areas of social and professional support from Maslow’s hierarchy of human needs from the faculty members’ responses that were chosen by “purposive sampling” rather than random sampling The qualitative data collection took three months, wherein 26 faculty members interacting on WhatsApp during COVID-19 were identified as experts: one of the corner elements of the Delphi technique. The thematic analysis of the results indicated that fulfilling Maslow’s needs was an integral component of social media VCoP. However, unlike Maslow’s model, expressions of the need for safety, belonging, self-esteem, and self-actualization took turns as the most important need depending on changing context, gender, and individual preferences. The answer to the research questions, thus, becomes embedded in the research methodology that involves instructors’ perceptions as a validating element of the findings. The main recommendation is to replicate the study in various contexts to monitor faculty well-being to reach a sustainable educational environment.

Well-being and Subjective Happiness of B-school Faculty during Covid-19 - A Special Reference to Indian B-Schools

The traditional education industry has undergone rapid changes to keep learning alive and unaffected during the pandemic. There was a lot of uncertainty and fear among the teachers as they had to change the pedagogy to suit the current requirements. Many studies in the past revealed that the performance of teachers is dependent on their well-being. This is an empirical study wherein primary details were collected from B-school faculty working in various B-schools in India. To analyze the effect of well-being on subjective happiness two instruments were used. Employee well-being was measured using a scale consisting of 33 items and four core dimensions such as psychological, social, workplace, and subjective well-being items. A self-evaluation scale on The Subjective Happiness Scale (SHS) was used to measure the subjective happiness of B-school faculty. The questionnaire was administered to B-school faculty. The analysis revealed that psychological, social, and subjective well-being had an effect on the happiness of B-school faculty, but workplace well-being did not have any effect on subjective happiness as most of the B-school faculty were trying to sustain the pandemic and get adjusted to the rapid changes. They did not have many expectations from their employer as they were amidst fear and uncertainty.

The state of mental health, burnout, mattering and perceived wellness culture in Doctorally prepared nursing faculty with implications for action.

Depression, anxiety, and burnout are an epidemic in the nursing profession. Unlike nurses in clinical settings, little is known about the mental health of doctorally prepared nursing faculty in academic settings, especially when separated by degree type (Doctor of Philosophy in Nursing [PhD] vs. Doctor of Nursing Practice [DNP]) and clinical or tenure track. The study aims were to: (1) describe the current rate of depression, anxiety, and burnout in PhD and DNP-prepared nursing faculty and tenure and clinical faculty across the United States; (2) determine if differences exist in mental health outcomes between PhD and DNP-prepared faculty and tenure and clinical faculty; (3) explore whether wellness culture and mattering to the organization influence faculty mental health outcomes; and (4) gain insight into faculty's perceptions of their roles. An online descriptive correlational survey design was used with doctorally prepared nursing faculty across the U.S. The survey was distributed to faculty by nursing deans and included: demographics; valid and reliable scales for depression, anxiety, and burnout; an assessment of wellness culture and mattering; and an open-ended question. Descriptive statistics described mental health outcomes; Cohen's d was used to determine effect sizes between PhD and DNP faculty for the mental health outcomes; and Spearman's correlations tested associations among depression, anxiety, burnout, mattering, and workplace culture. PhD (n=110) and DNP (n=114) faculty completed the survey; 70.9% of PhD faculty and 35.1% of DNP faculty were tenure track. A small effect size (0.22) was found, with more PhDs (17.3%) screening positive for depression than DNPs (9.6%). No differences were observed between tenure and clinical track. Higher perceptions of mattering and workplace culture were associated with less depression, anxiety, and burnout. Identified contributions to mental health outcomes yielded five themes: lack of appreciation, role concerns, time for scholarship, burnout cultures, and faculty preparation for teaching. Urgent action must be taken by college leaders to correct system issues contributing to suboptimal mental health in both faculty and students. Academic organizations need to build wellness cultures and provide infrastructures that offer evidence-based interventions to support faculty well-being.

The Psychological Impacts of Taking Physiotherapy Teaching Online in 2020: What Did We Learn?

The rapid shift to online learning due to the COVID-19 pandemic presented challenges for physical therapy (PT) education worldwide. This article aims to explore the factors influencing the well-being of the PT faculty and department chairs involved in delivering PT programs during the initial stages of the COVID-19 pandemic. The literature has focused on the pedagogical impacts of the rapid shift to online learning. Little is known about the social and psychological impacts of this rapid transition on the well-being of the faculty involved in implementing PT programs. Physical therapy faculty and department chairs at 3 universities in metropolitan Sydney, Australia who taught into or led PT programs in 2020. Focus group methodology was used to explore the experiences of PT faculty and department chairs during the initial stages of the COVID pandemic. The focus groups were digitally recorded and transcribed verbatim and the transcripts analyzed thematically. The main finding of this study was the extent of stress experienced by PT program faculty and chairs during this period. Both work-related institutional and faculty factors and non-work-related personal factors contributed to perceived high levels of stress. Overall, there was a feeling that the stressors had not improved over the duration of the pandemic and that this had left the faculty and chairs feeling more fatigued, less collegiate, and may have ongoing impacts on their mental health. The pandemic created stresses for faculty and program chairs over and above the usual stress of faculty and college work. The reality of taking steps to reduce the stressors in the current climate is very difficult. Moving forward, it is vital to secure increased institutional support, including the support for creating realistic boundaries without the risk of penalty, to address the psychological health and well-being of PT faculty and chairs to enable high-quality education in the future.

Affordances as experienced by university faculties during and after the sudden transition to online teaching

The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching. Although some developments have been made with online education, enormous challenges are simultaneously reported in the literature. This mixed-method study aims to assess the essence of a faculty's bionetwork of lived experience after the sudden shift to online teaching due to the pandemic. Affordance theory was used as a theoretical lens to study the benefits, challenges, and opportunities associated with online education during and post-COVID. The study data comes from faculty members at one institution (n = 170) and follow-up interviews with a smaller subset of participants from the same pool (n = 10). Path analysis and mediation analysis revealed significant differences between the participants based on nationality and gender. While the findings supported two hypotheses, the third hypothesis was not supported. Overall, the findings showed both convergence and divergence between the qualitative and quantitative data. The study incorporates recommendations for online teaching, faculty well-being, and further research based on the results.