Work Intensification and Turnover Intention in Academia: The Mediating Role of Work-Life Balance

Abstract

Article HistoryNumerous reforms in the Malaysian academia in recent years have resulted in academic work intensification which produces work-life balance and turnover intention in the higher education sector. This effect, however, has received limited research. This study aims to examine the relationships between work intensification, work-life balance and turnover intention among academics in Malaysian universities using the theory of Job Demand-Resources. The mediating effect of work-life balance on the relationship between work intensification and turnover intention was also explored. Data were collected through a survey from 190 respondents in public and private universities in Malaysia. As hypothesized, the PLS-SEM results revealed that the path relationships among the constructs were in the expected directions. Work intensification and turnover intention were found to be positively related, whereas work intensification and work-life balance were negatively related. In addition, work-life balance was negatively associated with turnover intention and it partially mediated the relationship between work intensification and turnover intention. Several important implications of the study findings for future research and practice were also discussed Contribution/ Originality: Malaysian academics have experienced work intensification due to various work reforms. Using the JDR framework, this study examines the effects of work intensification on the academics' worklife balance perceptions and turnover intention. The findings confirm the JDR theory that achieving work-life balance is instrumental in decreasing academics' turnover intention.

Knowing when to switch off: Promoting psychological well‐being amongst academics working from home

“…It is also important to have hours to focus as opposed to being in meetings all day, which could prevent the completion of work in normal working hours (VanLeeuwan et al., 2021). This could lead to continuous overworking and overload, which leads to working overtime (more than 8 hours a day) and thus Academics potentially suffer from the desensitization effect and burnout (Chiew et al., 2018). This could, in turn, affect work‐life balance and impact on performance levels (Chiew et al., 2018).…”

“…This could lead to continuous overworking and overload, which leads to working overtime (more than 8 hours a day) and thus Academics potentially suffer from the desensitization effect and burnout (Chiew et al., 2018). This could, in turn, affect work‐life balance and impact on performance levels (Chiew et al., 2018).…”

“…Furthermore, this has impacted on many Academics ability to shift from working at home to living at home as working from home has potentially desensitized Academics ability to make these shifts, as the need to look at their devices, responding to emails and continuing to work out of hours is occurring, thus creating potential separation anxiety (VanLeeuwan et al., 2021). Anecdotally, this may result in the psychological self‐harm that Academics; due to the need to reduce the amount of workload on them, to continue to work for long hours (Chiew et al., 2018). This, in turn, has a ripple effect where the ability to spend time with family members may have been reduced and to have the time to exercise, watch TV and to escape the work environment may have become more challenging (VanLeeuwan et al., 2021).…”

“…This, in turn, has a ripple effect where the ability to spend time with family members may have been reduced and to have the time to exercise, watch TV and to escape the work environment may have become more challenging (VanLeeuwan et al., 2021). Despite most of these acts being physical actions, they all play a significant role on the mind, and therefore, reducing the amount of “out‐of‐work” activities may pose their own threats (Chiew et al., 2018).…”

Work-Life Balance for Sustainable Development in Malaysian Higher Education Institutions: Fad or Fact?

“…WLB has been found to enhance employee well-being, work commitment, engagement, productivity and performance (Deery and Jago 2009;Rao 2017). At the same time, it decreases psychological stress, health problems, work withdrawal and intention to quit (Goo, Ang and Goi 2018;Lunau et al 2014). WLB in academia can affect the quality of higher education (Kinman and Jones 2008).…”