scholarly journals Finding Joy in the Journey: Sustaining a Meaningful Career in Sport Management

2021 ◽  
pp. 1-8
Author(s):  
Marlene A. Dixon
Keyword(s):  
Lifelong Learning ◽  
Sport Management ◽  
Self Care ◽  
Work Life ◽  
Work Life Balance ◽  
Life Balance ◽  
New Learning ◽  
Five Elements ◽  
Relational Mentoring

In her 2020 Earle F. Zeigler Award address, Marlene Dixon presented and discussed five elements of a sustained career in academia: Lifelong Learning, Authenticity, Relational Mentoring, Work-Life Balance, and Faithfulness. Dixon suggests that remaining open to new learning and taking risks helps increase capacity and vigor. Authenticity brings richness, voice, durability, and purpose. Relational mentoring brings connection, community, enrichment, and longevity. Cultivating work-life balance, rest, and self-care not only helps avoid burnout, but also improves creativity, playfulness, and liveliness. Finally, leveraging the extended metaphor from Tolkein’s Leaf by Niggle, Dixon argues that faithfulness, rather than visibility or measurable outcome, defines the meaning and value of our work and contribution not only to science, but also to our life circles.

Creative Tensions and Conversations in the Academy

2007 ◽  
Vol 21 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Sue Inglis
Keyword(s):  
Systems Thinking ◽  
Sport Management ◽  
Environmental Influences ◽  
Strategic Plan ◽  
Work Life ◽  
Academic Life ◽  
Work Life Balance ◽  
Service Work ◽  
Life Balance ◽  
Teaching Research

Academic life invokes creative tensions within and among teaching, research, and service. Work–life balance plays a prominent role in those tensions and in the conversations that they engender. As NASSM’s strategic plan demonstrates, sport management has grown to the point that it will benefit from closer attention to the content and potential of those conversations. Systems thinking in the scrutiny of tensions provides insight that can further inform our conversations. The resulting discourses will engage our thinking about our discipline’s values, content, and environmental influences. As a result, they will move us forward.

scholarly journals Work-life balance in medical students: self-care in a culture of self-sacrifice

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aled Picton
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Study Skills ◽  
Self Care ◽  
Work Life ◽  
Work Life Balance ◽  
Free Text ◽  
Significant Shift ◽  
Medical Council ◽  
Life Balance

Abstract Background Work-life balance is a key contributor to doctors’ wellbeing and consequently is a central factor in their career decisions. General Medical Council guidance outlines the importance of work-life balance as part of compassionate self-care. Learning self-care should begin as an undergraduate, when academic and clinical workload can contribute to stress, anxiety and burnout. Methods Sequential mixed methods study of medical students in Years 3–5 at the University of Birmingham, UK. Students (n = 145) defined work-life balance in free-text answers and self-assessed their current work-life balance via questionnaires. Following this, a sub-sample of students (n = 44) participated in exploratory individual mini-interviews. Results Work-life balance emerged as a broad and multifactorial concept. Questionnaire respondents most frequently referenced enjoyment, meeting work requirements and time management in their definitions. Interview participants highlighted additional influencing factors such as peer groups, study skills, family and professional culture. Students expect a significant shift towards work after graduating and expressed concerns about the stresses of delivering patient care. 42% (n = 60) of students felt they had received support with their work-life balance during their training, mostly from family and friends. Most students had not received support or advice on their work-life balance from University or hospital staff. Conclusion Self-care and work-life balance are essential for medical students and doctors to cope with lifelong learning and deliver effective care. Medical school staff should be pro-active in supporting students to develop these skills, particularly during critical transition periods. Early interventions targeting study skills and time management may be beneficial. Further research should include students in Years 1–2 and compare different institutions.

Creating and Maintaining Balance

2022 ◽  
pp. 533-545
Author(s):  
Kimber O. Underdown ◽  
Crystal L. McCabe ◽  
Michael F. McCabe
Keyword(s):  
Self Care ◽  
Work Life ◽  
Work Life Balance ◽  
Life Balance ◽  
The Future ◽  
Online Educators ◽  
Life Work

This chapter will discuss how to ensure that online educators are caring for themselves in order to avoid stress, burnout, and leaving the professions. Because many educators feel additional stressors when working online or from home, the following topics will be discussed to mitigate these stressors: life-work balance, self-care, and mindfulness. Each section will detail the research behind each strategy and will specific ways educators can implement these strategies with ease. The authors share key strategies to work-life balance, self-care, and mindfulness, as well as ways in which the reader can easily teach his or her own students these same skills to increase the likelihood that the future workforce is prepared for the stressors that will inevitably be a part of their lives.

Building a Framework to Achieve Work-Life Balance

2021 ◽  
pp. 215-229
Author(s):  
Amanda Richards ◽  
Don Richards
Keyword(s):  
Self Care ◽  
Effective Communication ◽  
Work Life ◽  
Work Life Balance ◽  
Life Balance ◽  
Home Life ◽  
Academic Literature ◽  
Long Run ◽  
Working Couples

Based on their trials and errors as a co-working couple over a two-year period, the authors developed and refined a series of actionable steps for others to adopt when attempting to balance their home life with their work life. They note what sparse academic literature is available for co-working couples, identify issues and problems, and offer various recommendations on developing balance through reflection, self-care, and effective communication. They conclude that the process of developing a personal framework for work-life balance is just as much a personal endeavor as it is a team endeavor and will require constant work and revisions in order to be truly effective in the long run.

Lifelong Learning and Work-life Balance among the Teacher Training Faculty of State Universities and Colleges: Basis for Human Resource Development Program

2020 ◽  
Vol 11 (1) ◽  
pp. Ninfa D.-Coronado
Author(s):  
Ninfa D. Coronado ◽  
Jelyn O. Alentajan
Keyword(s):  
Teacher Education ◽  
Lifelong Learning ◽  
Human Resource Development ◽  
Work Life ◽  
Work Life Balance ◽  
State Universities ◽  
Education Faculty ◽  
Life Balance ◽  
Universities And Colleges ◽  
Teacher Education Faculty

This descriptive-correlational research presented lifelong learning and its relationship to work-life balance of teacher training faculty of state universities and colleges in Western Visayas, Philippines. Using researcher-made questionnaires on lifelong learning and work-life balance to gather data from 274 randomly selected teacher education faculty from eight (8) state universities and colleges in Region VI, the study revealed varying levels and significant differences in the level of lifelong learning and work-life balance in the aggregate and in their various dimensions. In particular, significant differences were noted in the level of lifelong learning of the faculty in terms of critical thinking and problem-solving, creativity, communication, and computing when they were grouped according to area of specialization and in terms of critical thinking and problem-solving and computing when they were grouped as to academic rank. A significant difference was also noted in the level of their work-life balance in terms of time management when they were classified as to area of specialization. Finally, there was a positive and significant correlation between lifelong learning and work-life balance. In this sense, lifelong learning is related to work-life balance; hence, teacher education faculty who are equipped with more and better lifelong skills can also create greater balance between work and personal or family life. This study recommends that a human resource development program which will focus on technology use, self, time, and leisure management shall be developed by the institutions to enhance the lifelong learning and work-life balance of the faculty Keywords: lifelong learning, work-life balance, teacher education faculty, descriptive research Philippines

Self-Care, Resilience, and Work-Life Balance

2017 ◽  
pp. 237-263 ◽  
Author(s):  
Linda L. M. Worley ◽  
Cynthia M. Stonnington
Keyword(s):  
Self Care ◽  
Work Life ◽  
Work Life Balance ◽  
Life Balance

Entwicklung und Validierung der Trierer Kurzskala zur Messung von Work-Life Balance (TKS-WLB)

Diagnostica ◽  
2011 ◽  
Vol 57 (3) ◽  
pp. 134-145 ◽  
Author(s):  
Christine Syrek ◽  
Claudia Bauer-Emmel ◽  
Conny Antoni ◽  
Jens Klusemann
Keyword(s):  
Family Conflict ◽  
Work Life ◽  
Work Life Balance ◽  
Work Family Conflict ◽  
Family Conflicts ◽  
Life Balance ◽  
Reliabilität Und Validität ◽  
Work Family

Zusammenfassung. In diesem Beitrag wird die Trierer Kurzskala zur Messung von Work-Life Balance vorgestellt. Sie ermöglicht eine globale, richtungsfreie und in ihrem Aufwand ökonomische Möglichkeit zur Erfassung von Work-Life Balance. Die Struktur der Skala wurde anhand zweier Stichproben sowie einem zusätzlich erhobenen Fremdbild untersucht. Die Ergebnisse der Konstruktvalidierung bestätigten die einfaktorielle Struktur der Skala. Die interne Konsistenz der Skala erwies sich in beiden Studien als gut. Zudem konnte die empirische Trennbarkeit der Trierer Work-Life Balance Skala gegenüber einem gängigen Instrument zur Messung des Work-Family Conflicts ( Carlson, Kacmar & Williams, 2000 ) belegt werden. Im Hinblick auf die Kriteriumsvalidität der Skala wurden die angenommenen Zusammenhänge zu arbeits-, nicht-arbeits- sowie stressbezogenen Outcome-Variablen nachgewiesen. Die Eignung der Trierer Work-Life Balance Kurzskala zeigt sich auch daran, dass die Korrelationen zwischen den erhobenen Outcome-Variablen und dem Work-Family Conflict und denen der Trierer Work-Life Balance Skala ähnlich waren. Überdies vermochte die Trierer Work-Life Balance Skala über die Dimensionen des Work-Family Conflicts hinaus inkrementelle Varianz in den Outcome-Variablen aufzuklären. Insgesamt sprechen damit die Ergebnisse beider Stichproben für die Reliabilität und Validität der Trierer Work-Life Balance Kurzskala.

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