Management-led interventions for workplace stress and mental health of academic staff in higher education: a systematic review

Abstract

Purpose This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority. Research limitations/implications There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

A quantitative study on the impact of working environment on the well-being of teachers in China’s private colleges

“…Existing research about teacher well-being has identified some significant indicators for job demands and job resources. For job demands, they are workload 24 , which measured mainly through yearly teaching hours and research work (especially for college teachers) 25 , time pressure, which is usually measured with daily working hours 26 , classroom composition, which is reflected in class size and student differences 27 , and performance evaluation 28 ; For job resources, they are work autonomy 29 , 30 , development opportunities 26 , appraisal feedback guide 23 , 24 , 30 , social support from leaders and colleagues 21 , 24 .…”

The functioning of academic employees in a dynamic South African higher education environment

“…In general, the environment in which academic employees function should support the core role of academics (teaching, learning, and research) as well as their goals. Previous studies have found that a supportive environment is beneficial for the mental health of employees (Ohadomere and Ogamba, 2020). Offering academic employees the necessary support will ensure that human resource practices are upheld as the attraction, development, and retention of these employees is increased thereby reducing the cost of turnover (Chaacha and Botha, 2021).…”

Mental health in higher education: faculty staff survey on supporting students with mental health needs

“…The context of this study involves students and faculty staff mental health which are becoming an increasing focus of concern in higher education (HE) discourse (Brewster et al 2021) especially during the Covid 19 pandemic (Shen & Slater, 2021). HE students' mental health has been widely reported as a significant public health challenge internationally (Ohadomere & Ogamba, 2020), with reports suggesting that there is an equal number of students having experienced mental distress prior to their studies and developing symptoms during their studies (Grøtan et al 2019). Studying in HE can be stressful for students particularly if they are new to education which can trigger or exacerbate mental health symptoms (Goodwill et al, 2018).…”

“…, 2021) especially during the Covid-19 pandemic (Shen and Slater, 2021). HE students' mental health has been widely reported as a significant public health challenge internationally (Ohadomere and Ogamba, 2020), with reports suggesting that there is an equal number of students having experienced mental distress prior to their studies and developing symptoms during their studies (Grøtan et al. , 2019).…”

“…While students' mental health has received much attention in the literature, faculty staff experiences of how they support HE students with mental health needs have not been adequately studied (Ohadomere and Ogamba, 2020). From the available literature, it has been reported that educators may not be well equipped to understand the difference in students' emotions and any underlying mental health issues and would often seek advice from faculty colleagues with mental health backgrounds (Laws and Fielder, 2012).…”