A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic

Abstract

COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.

Wellbeing and pedagogical role of higher education academics in the COVID-19 pandemic: a systematized review

“…Another study highlighted a positive, significant correlation between coping strategies and subjective well-being, evidencing the role of coping strategy in reducing anxiety and stress (Achour et al, 2021). Institutional support and academics' overall satisfaction with homeworking during shutdown was consistent among two studies (Dinu et al, 2021;Leal Filho et al, 2021). Findings showed that academics continued to work during shutdown with little loss of momentum, viewed online education positively and were satisfied with home-working infrastructure and institutional support, although the degree varied between continents.…”

Job Demands, Resources, and Future Considerations: Academics' Experiences of Working From Home During the Coronavirus Disease 2019 (COVID-19) Pandemic

“…However, resources such as social support (e.g., support from colleagues) and online communication options (e.g., attending virtual social gatherings) helped many respondents to meet the social challenges of working from home during the pandemic. The importance of such resources has been highlighted in previous studies (Sjølie et al, 2020;Dinu et al, 2021). These resources are very important because they can create a feeling of togetherness among academics who work from home (Hacker et al, 2020).…”

Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation

“…The personal characteristics described here constitute antecedents for learning and form the basis of the model to be investigated (see Figure 1 ). They may function as a buffer or as an amplifier for the evaluation and emotional responses to environmental-related strain as experienced in the COVID-19 pandemics ( Dinu et al, 2021 ; Godoy et al, 2021 ; Holt-Gosselin et al, 2021 ).…”

“…Just as the population in general, university students were affected by affective sequelae of the circumstances during the pandemic, such as excessive feelings of stress or anxiety. Exacerbation of anxiety in the wake of the pandemic was related to usage of maladaptive cognition and coping strategies ( Dinu et al, 2021 ; Godoy et al, 2021 ; Holt-Gosselin et al, 2021 ). These hitherto unknown circumstances of learning posed a threat to wellbeing and mental health which subsequently may have also impacted students’ learning and academic achievement ( Andrews and Wilding, 2004 ; Barch et al, 2019 ; Charbonnier et al, 2022 ).…”