My Mental Health Struggle in Academia: What I Wish All Business School Faculty, Students, and Administration Knew

Abstract

This article deals with my experience of struggling with mental health while trying to succeed in a management department. I will explore the realities of working as an academic in a business school, my experience as a new faculty member with mental health issues, the stigma I encountered, and how mental illness has challenged my opportunity for advancement. Finally, I will discuss some ideas on how to create a better environment for all and especially for people who struggle with mental health issues as well as the benefits of that environment for both universities and students.

Mental health in academia: Hacks for cultivating and sustaining wellbeing

“…The messages many receive from mentors or colleagues about how to manage the stress, anxiety, and pressure associated with academic life often involve some version of “work harder,” “focus more on productivity,” or “be grateful for the flexibility of academia.” In other words, such concerns are often minimized as irrelevant at best, and destructive at worst, to a successful academic career. (Flaherty, 2017; Quijada, 2021). Furthermore, faculty often feel obligated to work at the neglect of self‐care as being perceived as lacking constant productivity can affect annual reviews, promotion portfolios, and other opportunities within and beyond the home department.…”

Starting Engaging Conversations: Introducing the Interview Section

“…We believe that increasing attention to well-being in academia as well as mental health in the business classroom (El-Oddi & Knoop, 2021) means that this is a fertile area for interview articles. In JME specifically, Quijada (2021) offered a moving story of her struggle with mental illness while on the tenure-track, explaining her personal journey and the challenges faced along the way, a topic that could have been addressed in the form of an interview.…”

Contextual and Experiential Understandings of Privilege as Intersectional

“…Autoethnographic research is popular in the mental health field (e.g., Banfield et al, 2018; Boydell et al, 2017; Honey et al, 2020; Yeung et al, 2020) to assist others in their journeys to better mental health. Quijada (2021) is a recent, rare exception of autoethnographic research in management education for mental health considerations. Similarly, studies in general education adopt autoethnography as a methodological approach specifically when teaching about privilege (e.g., Fitzsimons, 2020; Pennington & Brock, 2012).…”