Academic Deans: Perceptions of Effort-Reward Imbalance, Over-Commitment, Hardiness, and Burnout

Abstract

This study explored challenges and stressors facing academic deans within higher education. The study analyzed, via step-wise multiple regression, the degree to which current challenges and related stress were associated with the well-being measures of effort-reward imbalance and over-commitment as measured by the Effort/Reward Imbalance scale (ERI); hardiness, as measured by the Dispositional Resilience Scale (DRS); and aspects of burnout, as measured by the Maslach Burnout Inventory (MBI). Results indicated that the stress related to certain challenges (e.g., balancing financial resources, creating a clear vision, promoting change) have particularly powerful influences on aspects of work well-being. Implications and recommendations are included.

Academic Deanship in a Post Pandemic Institution

“…(Deans for Impact, 2015, p. 1). The consequences for academic deans pre-pandemic have often been over-commitment, reduced hardiness, and burnout (Coll, Niles, Coll, Ruch & Stewart, 2019).…”

Presenteeism, Overcommitment, Workplace Bullying, and Job Satisfaction: A Moderated Mediation Relationship

“…The ERI model has been found to be useful in explaining work realities in different countries and sectors [ 27 , 28 , 29 , 30 ], and its components have been reported to be linked to variables such as job satisfaction, occupational well-being, turnover, dedication, and absorption [ 31 ].…”

Leading abroad: an interpretative phenomenological analysis (IPA) of international dean of student life (IDSL) roles in U.S. study abroad

“…Preliminary insight into the IDSL experience can be gleaned from looking at the U.S. counterparts who fill similar student care-taking roles. Research into the traditional Dean of Students role in student affairs management on U.S.-based campuses indicates that these administrators experience high levels of workplace complexity, volatility, and conflicting expectations (Arntzen, 2016;Coll, Niles, Coll, Ruch, & Stewart, 2018;Gallos, 2002). The expectation for ingenuity, adaptation, and the ability to resolve complicated managerial and student behavioral issues is high (Arntzen, 2016;Coll, et al, 2018).…”

“…Research into the traditional Dean of Students role in student affairs management on U.S.-based campuses indicates that these administrators experience high levels of workplace complexity, volatility, and conflicting expectations (Arntzen, 2016;Coll, Niles, Coll, Ruch, & Stewart, 2018;Gallos, 2002). The expectation for ingenuity, adaptation, and the ability to resolve complicated managerial and student behavioral issues is high (Arntzen, 2016;Coll, et al, 2018). Dean Joan Gallos (2002) at the University of Missouri described the position as needing to, "navigate daily the circular rhythms of life in the organizational middle," while having "enormous responsibilities, little positional power, insufficient resources, and limited authority" (p. 174).…”

“…Higher education deans, whether in academic or student affairs, alternate between managing the implementation of institutional polices, being change-leaders who influence policy development and organizational growth, and supervising subordinate staff by delegating responsibilities and overseeing group dynamics (Arntzen, 2016;Coll, et al, 2018).…”