Awareness, Integration and Interconnectedness

Beer, Laura; Rodriguez, Katrina L.; Taylor, Christina; Martinez-Jones, Naomi; Griffin, Jennifer; Smith, Tony; Lamar, Margaret R.; Anaya, Reyna

doi:10.1177/1541344615572850

Cited by 39 publications

(5 citation statements)

References 23 publications

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“…Balancing work and life successfully is one of the chief challenges facing academics today and has been for the past two decades (Halpern, 2005;Franco et al, 2021;Bataineh, 2019). The ability of academics to balance their professional and personal lives can increase the sustainability of undergraduate and graduate programmes, which can have both short-and long-term effects on education quality (Devi & Lalu, 2018;Beer et al, 2015;Sahni, 2020). In the South African context, these findings from the literature reaffirm that academics generally operate under immense pressure, which destabilises their work-life balance.…”

Section: Overview Of Work-life Balance and Psychological Well-being O...mentioning

confidence: 99%

Effects of the Covid-19 Pandemic on Academics’ Work-Life Balance, Psychological Well-Being, Turnover Intention and Productivity

Shange,

Nyide

2023

JESR

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Achieving a good work-life balance leads to being an employer of choice as well as attracting the best employees. The same can be said of academia, where having a well-balanced work-life balance can contribute to attracting, developing, and retaining suitably qualified academics. In this study, the aim is to examine the effects of the COVID-19 pandemic on academics’ work-life balance, psychological well-being, and productivity. The contribution of this study is towards establishing strategies that can be adopted to mitigate the effects of the COVID-19 pandemic on work-life balance, psychological wellbeing, and academic productivity. A quantitative approach was adopted, and the target population consisted of academics from a selected university of technology in KwaZulu-Natal, South Africa. This study employed the structural equation modelling (SEM) technique, and the data was analysed using AMOS 27 statistical software. The results obtained revealed that the majority of academics still work longer hours than is normally expected. Academics were found to have less time to spend with their families and loved ones than is considered typical in the literature for achieving a healthy work-life balance. There is evidence to show that poor psychological well-being of academics strengthens or moderates the effects of work-life balance on academic productivity, with beta = -0.232† (p < 0.100). Furthermore, the findings revealed that academics felt they did not have control over the reduction of their stress levels caused by the heavy workloads placed on them. Received: 11 June 2023 / Accepted: 22 September 2023 / Published: 5 November 2023

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Section: Overview Of Work-life Balance and Psychological Well-being O...mentioning

confidence: 99%

Effects of the Covid-19 Pandemic on Academics’ Work-Life Balance, Psychological Well-Being, Turnover Intention and Productivity

Shange,

Nyide

2023

JESR

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“…problematic frames of reference-sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)-to make them more inclusive, discriminating, open, reflective, and emotionally able to change" (Mezirow, 2003, p. 58). Mindfulness practice plays an important role in TL because it strengthens the very recognition function (consciousness) needed to observe problematic frames of reference in action (Awal, 2010;Barner & Barner, 2013;Beer et al, 2015;Burrows, 2015;Byrnes & Bassarear, 2015). Individuals must first establish this relationship with taken-for-granted assumptions before they can earnestly reflect upon their accuracy and reliability.…”

Section: Assessing Tlmentioning

confidence: 99%

Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service

Brendel

Cornett-Murtada

2018

Journal of Transformative Education

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In this 2-year action research study, 33 university professors attended a 4-day faculty seminar titled “Mindfulness Meditation in Teaching,” which included guided insight meditation, dialogic inquiry, and action planning. Participants generated and committed to 26 novel methods for integrating mindfulness practice with teaching, research, and service. These practices grouped into four areas including mindful grading and assessment, awareness of students in the classroom, practicing mindfulness in and out of the classroom, and cultivating self-awareness in teaching. A mixed-methods analysis of transformative learning illustrates three fundamental shifts in perspectives and behaviors: balancing expertise with a “beginner’s mind” approach for greater innovative capacity, deepening appreciation for subject matter and communion with students, supporting a genuine sense of community across academic silos, and advocating for a more mindful university culture through six new university-wide initiatives.

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“…Mindfulness and somatics practices not only yield insight but also create a generative space for real-time reflection, action, and ultimately transformative learning (Awal, 2010; Barner & Barner, 2013; Beer et al, 2015; Burrows, 2015; Byrnes & Bassarear, 2015; Keevers & Treleaven, 2011; Nandram, 2014; Taylor, 2010). Transformative learning has been defined in many ways, but general agreement is that transformation involves epistemological change (Taylor, 2005).…”

Section: Toward a Conceptual Modelmentioning

confidence: 99%

Learning to Embody Leadership Through Mindfulness and Somatics Practice

Brendel

Bennett

2016

Advances in Developing Human Resources

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The Problem Given the unpredictable nature of organizational life, leadership development programs that rely primarily on cognitive processing and critical reflection are no longer sufficient. What is required is an integrated pedagogy that enables individuals to access and embody a “way of being,” an aligned presence and purpose that spans all contexts so that the individual and leader are not separate entities but rather a fully cohesive self. To develop this capacity, reputable organizations are experimenting with holistic learning methodologies, including mindfulness and somatics practices. However, these methodologies have yet to be fully grounded in adult learning and leadership best practices, empirical research, mind–body principles, and leadership performance. The Solution Through a critical review of relevant theory, practice, and empirical research, this article conceptualizes a constructive developmental learning methodology, which integrates mindfulness and somatics practices that transform a leader’s relationship with behavior from the automatic to the consciously chosen realm. The article presents a practical model of embodied leadership where individuals learn ways to deepen awareness to include both the mind and body as an interdependent system to remain open, grounded, and engaged in a way that builds resilience, and resourcefulness, and improves relationships in complex environments. The Stakeholders Human resource development professionals, executive coaches, and aspiring leaders seek a holistic and practical leadership development approach, which is conceptually and empirically linked to leadership and organizational performance.

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Awareness, Integration and Interconnectedness

Cited by 39 publications

References 23 publications

Effects of the Covid-19 Pandemic on Academics’ Work-Life Balance, Psychological Well-Being, Turnover Intention and Productivity

Effects of the Covid-19 Pandemic on Academics’ Work-Life Balance, Psychological Well-Being, Turnover Intention and Productivity

Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service

Learning to Embody Leadership Through Mindfulness and Somatics Practice

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