scholarly journals Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

2020 ◽  
Vol 10 (2) ◽  
pp. 240
Author(s):  
Marta Elliott ◽  
Sarah J. Blithe
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Work Life ◽  
Women Faculty ◽  
Gender Inequalities ◽  
Institutions Of Higher Education ◽  
The Status ◽  
Academic Faculty ◽  
Differential Exposure ◽  
Work Life Conflict

Gender inequalities in salary, rank and access to leadership positions characterize institutions of higher education and disadvantage women faculty. Differential exposure to noxious working conditions and restricted access to social resources may underlie these inequalities by detracting from women faculty’s well-being, thereby perpetuating the status quo. This study applies stress process theory to analyze this inequitable state of affairs, treating gender as a social status in higher education that predicts differential exposure to stressors and access to resources. Stressors and resources, in turn, predict faculty well-being. Stressors include micro-aggressions and work-life conflict, and resources include collegiality with peers and support from administrators. Survey data were collected from academic faculty at a mid-sized Western university in the U.S. Results indicate that women faculty experience micro-aggressions and work-life conflict more often than men, and report less supportive relationships with their deans. Moreover, micro-aggressions and work-life conflict are positively associated with psychological distress and job dissatisfaction, while dean support has the opposite associations. Open-ended responses supplement the quantitative findings with vivid examples of how these phenomena play out in individual faculty members’ lives. Implications for how institutions of higher education might introduce change to address these findings are discussed.

HRD Interventions that Offer a Solution to Work-Life Conflict

2021 ◽  
Vol 23 (2) ◽  
pp. 142-152
Author(s):  
Emily Hammer
Keyword(s):  
Organizational Support ◽  
Well Being ◽  
Individual Performance ◽  
Performance Outcomes ◽  
Work Life ◽  
Performance Expectations ◽  
Employee Support ◽  
Support Mechanisms ◽  
Work And Life ◽  
Work Life Conflict

The Problem Balancing work and life can be difficult. In a new world of work amidst COVID-19, balancing work and life has become even more challenging. Employees are struggling to adjust their work-life obligations while maintaining performance expectations. Providing employee support to reduce stress and minimize adverse effects on performance outcomes requires employer action. The Solution HRD interventions are recommended as organizational support mechanisms. These interventions are designed to reduce stress produced by work life conflict, particularly during stressful organizational events. Through organizational support, employees are offered the opportunity to increase individual performance. The Stakeholders HRD and HRM professionals, scholars, organizational planners, organizational leaders and managers, and all others who have a vested interest in employee well-being.

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

scholarly journals Development of cooperation in Belarus and formation of personnel potential of the Belarusian State University in the 1920s

2021 ◽  
pp. 71-79
Author(s):  
Siarhei M. Khodzin
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Economic Thought ◽  
Teaching Staff ◽  
State University ◽  
Scientific Schools ◽  
The Status ◽  
The University ◽  
University Science

The relevance of the problems of cooperative construction in the formation of Belarusian scientific schools is determined. The role of the Belarusian State University in the development of problems of cooperation in the 1920s is characterised. The activity of S. L. Pevsner as a representative of the economic thought of the 1920s is studied. In the perspective of «history through personality», the problems of the formation of the personnel potential of Belarusian State University are revealed. The relations between the management and the teaching staff of the university, the status and issues of material well-being of teachers invited to Belarusian State University are characterised. The conclusion is made about a significant personnel shortage and the presence of serious competition in the personnel sphere of university science in the 1920s with the development of higher education in the USSR.

scholarly journals Toward a Family-Friendly Academy: HRD’s Role in Creating Healthy Work–Life Cultural Change Interventions

2020 ◽  
Vol 22 (1) ◽  
pp. 11-22
Author(s):  
Barbara A. W. Eversole ◽  
Cindy L. Crowder
Keyword(s):  
Performance Management ◽  
Human Resource Development ◽  
Cultural Change ◽  
Well Being ◽  
Work Life ◽  
Organizational Policies ◽  
Professional Career ◽  
Promotion And Tenure ◽  
Family Friendly ◽  
Work Life Conflict

The Problem The ideal worker in the Academy devotes most of their lives to scholarly pursuits, which leaves little time for family. This problem leads to work–life conflict, which is particularly concerning for faculty members who are seeking promotion and tenure. Work–life conflict is most challenging in the case of academic mothers, who face professional career challenges in addition to work–life conflict. Rigid organizational policies and non-supportive cultures perpetuate the problem, particularly when the faculty member is an academic mother seeking promotion and tenure. The Solution Human resource development (HRD) interventions implemented at the individual, departmental, and institutional levels (e.g., training development, performance management, and career development initiatives) have been shown to reduce work–life conflict, improve overall well-being, and create a more family friendly environment. Organization development (OD) cultural change interventions aimed at changing the Academy to become more family focused and supportive of career flexibility are recommended. The Stakeholders Academic faculty, higher education administrators, HRD scholars, and practitioners.

scholarly journals The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals

2020 ◽  
Vol 17 (23) ◽  
pp. 8745
Author(s):  
Ilaria Buonomo ◽  
Caterina Fiorilli ◽  
Luciano Romano ◽  
Paula Benevene
Keyword(s):  
Organizational Support ◽  
Workplace Bullying ◽  
School Principals ◽  
Well Being ◽  
Work Life ◽  
Work Experiences ◽  
Family Demands ◽  
The Relationship ◽  
Work Life Conflict

The present study sought to investigate the associations between workplace bullying and personal burnout both directly and indirectly via work-life conflict. Furthermore, the moderating role of gender in these relations was examined. Traditional research on stress at work focuses on the role of dimensions related to job tasks, demands, and organizational support in influencing the risks for stress-related problems in employees. At the same time, other experiences at work may reduce employees’ well-being, such as workplace bullying and family life. Specifically, considering the detrimental role of work-life conflict, it is possible to hypothesize that it would exacerbate workplace bullying’s harmful effects on employees’ health. Moreover, since previous studies have reported mixed or inconsistent results when considering gender differences with the above-mentioned dimensions, it seems worth investigating the role of employee gender in representing (and response to) the bullying experiences. Building on these considerations, this work verifies whether: (1) work-life conflict mediates the relationship between workplace bullying and burnout; (2) gender moderates all the possible relationships among the constructs. Such hypotheses are verified on a sample of school principals, in light of their peculiar job role. Overall, our findings showed that: (1) Workplace bullying and burnout are associated, both with and without the perception of a concurring work-life conflict; (2) Gender does not moderate all the possible relationships among workplace bullying, work-life conflict and burnout. Overall, being female heightens the risk to perceive work-life conflict in general, as well as to be burnt out, when bullied, with and without the presence of work-life conflict; being male heightens the risk to perceive work-life conflict when bullied. Furthermore, the current findings suggest that family demands may influence school principals’ feelings of exhaustion regardless of gender. These findings confirm and expand previous literature, especially concerning a less studied occupation, namely school principals, shedding a new light on their work experiences. Furthermore, the present study offers interesting implications for trainings on principal’s skills and professional identity.

Stereotype threat as a psychological feature of work–life conflict

2017 ◽  
Vol 22 (2) ◽  
pp. 302-320
Author(s):  
Andrea L. Miller
Keyword(s):  
Stereotype Threat ◽  
Family Caregiving ◽  
Work Productivity ◽  
Well Being ◽  
Work Life ◽  
Stereotype Threat Theory ◽  
The Family ◽  
The Life Course ◽  
Threat Theory ◽  
Work Life Conflict

Much remains unknown about the boundary conditions of stereotype threat and the factors that influence how it manifests in various domains. In particular, non-performance-related responses to stereotype threat have been relatively neglected, and little is known about stereotype threats in domains where group membership is less stable over the life course. Using both correlational and experimental methods, these studies use the work–life conflict domain to contribute to stereotype threat theory along these dimensions. Studies 1 and 2 demonstrated that stereotype threat based on caregiver status predicts increased use of coping strategies that involve sacrifices in work productivity, family caregiving, and personal well-being. Studies 1 through 3 suggest that formal flexibility accommodation policies (such as the Family and Medical Leave Act of 1993) may not be an effective intervention in stereotype threat in the work–life conflict domain; providing informal social cues of support for employees with caregiving responsibilities, however, may be effective.

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