Flexibility, Sacrifice and Insecurity: A Canadian Study Assessing the Challenges of Balancing Work and Family in Academia

Wilton, Shauna; Ross, Lynda

doi:10.1080/08952833.2016.1272663

Cited by 40 publications

(38 citation statements)

References 36 publications

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“…Academics also believed that flexibility played a positive role in how they managed their WFC (e.g., Damiano-Teixeira, 2006;Rafnsdóttir & Heijstra, 2013;Santos & Cabral-Cardoso, 2008;Wilton & Ross, 2017). Many studies showed that the flexible nature of the academic job was advantageous to family life and to parenting (e.g., Nikunen, 2012;Toffoletti & Starr, 2016).…”

Section: Valuing Fwa While Experiencing Wfcmentioning

confidence: 99%

“…Almost all academics valued the flexible nature of their jobs (e.g., Rafnsdóttir & Heijstra, 2013; Ward & Wolf-Wendel, 2004; Wilton & Ross, 2017; Wolf-Wendel & Ward, 2015) and were not willing to give up the autonomy and flexibility provided by the academic environment to switch to 9:00 a.m. to 5:00 p.m. work hours (e.g., Heijstra & Rafnsdóttir, 2010). Many respondents mentioned that they entered academia due to its flexible nature (e.g., Eddy & Gaston-Gayles, 2008; Penney et al, 2015; Sallee & Pascale, 2012; Trepal & Stinchfield, 2012).…”

Section: Synthesis Of Qualitative Findingsmentioning

confidence: 99%

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Flexible Work Arrangements and Work–Family Conflict: A Metasynthesis of Qualitative Studies Among Academics

Beigi

Shirmohammadi

Stewart

2018

Human Resource Development Review

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Quantitative research has reported variable and inconsistent findings regarding the relationship between flexible work arrangements (FWA) and work-family conflict (WFC). In this paper, we address this inconsistency through the lens of qualitative research. We synthesise the findings of 45 qualitative studies from a variety of disciplines that have explored work-family interface (WFI) among academics whose profession offers high levels of FWA by nature. Analyzing the findings of these qualitative studies, we developed six themes, of which five could be translated to moderators of the relationship between FWA and WFC. These moderator variables are boundary management preferences, time management skills and approach, career/family stage, nature of an academic job, and workplace culture.Our findings have theoretical, methodological, and practical implications for work-family and HRD scholars and practitioners motivated to improve the quality of employees' work-life through initiation of FWA interventions.

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Section: Valuing Fwa While Experiencing Wfcmentioning

confidence: 99%

Section: Synthesis Of Qualitative Findingsmentioning

confidence: 99%

Flexible Work Arrangements and Work–Family Conflict: A Metasynthesis of Qualitative Studies Among Academics

Beigi

Shirmohammadi

Stewart

2018

Human Resource Development Review

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“…The researchers noted that all participants felt they had made sacrifices, especially related to research and work-related travel. In this study, female participants reported more sacrifice and less balance than the male faculty members, although the difficulty in obtaining an acceptable work-life balance existed for both genders (Wilton & Ross, 2017). Additional burdens for women in academia have been noted on other studies as well (Gardner, 2012;Howe-Walsh & Turnbull, 2014) particularly related to the competitive nature of faculty in the STEM disciplines (Ruder, Plaza, Warner, & Bothwell, 2018) and faculty incivility in nursing and other health sciences (Griffin & Clark, 2014;Peters, 2014;Wright & Hill, 2015).…”

Section: Life Balance In Academic Facultymentioning

confidence: 49%

“…Additionally, the demands of ever-changing technology, increasing diversity of students, and the tightening fiscal resources for higher education, are just a few of the changes which affect the faculty role and ability to achieve and maintain life balance (Curnalia & Mermer, 2018). Wilton and Ross (2017) looked at work-life balance for academic faculty by exploring challenges of balancing career demands and family in a small, undergraduate, teaching intensive campus in Canada. The participants of the study comprised 36% of the total faculty and 54% of the faculty with children employed at the campus.…”

Section: Life Balance In Academic Facultymentioning

confidence: 99%

Strategies to Attain Faculty Work-Life Balance

Owens

Kottwitz

Tiedt

et al. 2018

BHAC

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Background: Achieving work-life balance can be a challenge for academic faculty members. The multifaceted demands and expectations of the role can affect faculty satisfaction and the ability to attain work-life balance. The ever-changing trends in higher education, including technology and online education modalities provide additional factors that can inhibit faculty satisfaction and work-life balance.Aims: This paper explores barriers to achieving work-life balance such as cognitive dissonance, emotional dissonance and burnout. Understanding barriers is essential to developing strategies to promote work-life balance.Methods: An integrated review of the literature on life balance of academic faculty in all disciplines using multiple online databases.Conclusion: Strategies, organized around mentoring and self-care, include promoting physical health, connecting socially, and practicing mindfulness as a cognitive approach can help counteract work-place stressors and help in achieving work-life balance.

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“…El rol docente puede llevar a que con cierta facilidad se presente un conflicto trabajo-familia y familia-trabajo debido a que los profesores pueden verse en la necesidad y deseo de cumplir con la responsabilidad de ambos roles (DiRenzo, Greenhaus & Weer, 2011). Ambos conflictos se han encontrado asociado a cansancio emocional (Jensen, 2016;Reichl, Leiter & Spinath, 2014) y la necesidad de sacrificar otros aspectos importantes para los profesores (Wilton & Ross, 2017). Cabe anotar que la dirección del conflicto que mostró mayor importancia en el estrés laboral fue la interferencia familia -trabajo.…”

Section: Discussionunclassified

Factores psicosociales asociados al estrés en profesores universitarios colombianos

Lemos

Calle-González

Valencia³

et al. 2019

Divers.: Perspect. Psicol.

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Objetivo: evaluar los factores psicosociales asociados al estrés en una muestra de profesores de una universidad privada colombiana. Método: Estudio descriptivo correlacional de una muestra intencional de 61 profesores (rango de edad 25 a 63 años; 65,6 % hombres). Se utilizaron el cuestionario de salud del paciente PHQ-9, Cuestionario de Ansiedad generalizada GAD-7, Escala de estrés percibido PSS-14 y un cuestionario sobre factores psicosociales laborales. Adicionalmente se midió la presión arterial. Resultados: El 21.3 % de los profesores presentan niveles significativos de estrés. Hay mayor necesidad de trabajar en casa, interferencia familia-trabajo y trabajo-familia en profesores con estrés, mientras que el control es menor. Cabe anotar que estos profesores también presentan mayor sintomatología emocional. El modelo final mostró que la necesidad de trabajar en casa y la interferencia familia–trabajo explican el 45,6 % de la varianza en el estrés laboral de los profesores.

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Flexibility, Sacrifice and Insecurity: A Canadian Study Assessing the Challenges of Balancing Work and Family in Academia

Cited by 40 publications

References 36 publications

Flexible Work Arrangements and Work–Family Conflict: A Metasynthesis of Qualitative Studies Among Academics

Flexible Work Arrangements and Work–Family Conflict: A Metasynthesis of Qualitative Studies Among Academics

Strategies to Attain Faculty Work-Life Balance

Factores psicosociales asociados al estrés en profesores universitarios colombianos

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