The Management of Emotional Labor in the Work of Australian University Business School Academics and the Implications for Well-Being

“Just smile and wave”: Workplace requirements and emotional labour of academic staff at a South African university

“…Various scholars have connected the emotional labour of university lecturers to the changing higher education environment (Arbery & Gunson, 2016;Berry & Cassidy, 2004;Hatzinikolakis & Crossman, 2020;Koster, 2011;Ogbonna & Harris, 2004). The political, economic, social, and technological changes in the higher education environment have directly impacted the job-specific demands of lecturers (Constanti & Gibbs, 2004).…”

“…For a workplace environment to support sustainable lecturer well-being, an organisational climate that is orientated towards supporting the lecturer should be cultivated. Support starts with creating an awareness of the emotional labour requirements of higher education teaching (Hatzinikolakis & Crossman, 2020). It would therefore be an important component of induction programmes at universities.…”

“…University lecturers play a crucial role in knowledge transfer (Riswanto & Aryani, 2017) and student well-being (Jeyaraj & Sagayadevan, 2012), often with significant emotional labour from carrying excessive workloads with diminishing resources (Du Plessis & Martins, 2019;Hatzinikolakis & Crossman, 2020;Tytherleigh et al, 2005). In work settings, emotional labour is about the management of emotions to meet the organisational requirements (Heffernan & Bosetti, 2020).…”

Unravelling the components of Chinese college counsellors' mental models: A three‐step coding‐based content analysis

“…Despite the enormous attention given to faculty members' various types of professionalism in a great deal of recent scholarship on higher education, such as academic professionalism (Li et al, 2013), resilience (Morales, 2014) and emotional labour (Hatzinikolakis & Crossman, 2021), research on college counsellors' mental models and mindsets in their interactions with college students remains sparse. However, interactions between college counsellors and college students are distinct from those between disciplinary instructors and college students.…”