Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context

Dhanpat, Nelesh; Braine, Roslyn De; Geldenhuys, Madelyn

doi:10.4102/sajip.v45i0.1595

Cited by 8 publications

(13 citation statements)

References 82 publications

(90 reference statements)

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“…Out of the six studies that were reviewed, only three of the studies indicated their sampling technique. This included non-probability sampling (Dhanpat et al, 2019), convenience (Mudrak et al, 2018) and also stratified sampling (Han et al, 2019), whilst the other three studies made no mention of their sampling method. All studies that were conducted was done in an academic environment i.e.…”

Section: Resultsmentioning

confidence: 99%

“…Emotional demands is about being able to deal with strong feelings such as distress, anger, anxiety, and frustration in the workplace (Mazzetti, Guglielmi & Topa, 2011 (Dhanpat et al, 2019) Decolonisation Organisational demand…”

Section: Emotional Demands Qualitative Demandmentioning

confidence: 99%

“…Quantitative demands within the context of the academic's role was identified as constant high workload/ teaching load (Converso et al, 2019;Dhanpat et al, 2019;Han et al, 2019;Nurendra, 2018), work pressure (Alzyoud, 2016), research demands and also change management (Han et al, 2019). It should be noted that there were more quantitative versus qualitative demands identified in the taxonomy.…”

Section: Job Demandsmentioning

confidence: 99%

“…Most of these aspects signify that changes are taking place within HE. However, these types of changes create more stress for academics as they are distinctive to the academic environment (other counterparts from the corporate environment do not have to deal with such different and as many aspects) (Dhanpat et al, 2019).…”

Section: Job Demandsmentioning

confidence: 99%

“…Academic employees within higher education institutions are experiencing an overload of job demands, however, they have a shortage of response capabilities, especially when it comes to finances (Viljoen & Rothmann, 2002). Further demands experienced comprise of hefty workloads, time and resource restrictions, extended working hours, poor pay, poor communication, role uncertainty, lack of acknowledgement, striving for publication, ensuring that support for students are provided and staying abreast of technological developments (Dhanpat, de Braine & Geldenhuys, 2019;Mushemeza, 2016;Ngoc, Hoang & Hung, 2020). University teaching is known to be stressful (Han, Yin, Wang & Bai, 2019), and that the job demands of faculty members, in terms of stressors, are closely associated to negative outcomes, including dissatisfaction and greater likelihood of burnout (Renshaw, Long & Cook, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions

Naidoo-Chetty

Plessis²

2021

IJHE

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The Higher Education sector has been through an array of changes, such as globalisation, massification, lack of job security, decolonisation and a number of technological advancements. These changes have impacted academic workload and have increased work pressure with resultant effects on family and work life balance. A review of the existing literature indicates a lack of clarity when it comes to the job demands and job resources inherent to the academic occupation. In order to determine the job demands and job resources of academics, a systematic review of empirical literature is warranted. This paper systematically reviewed empirical research published from 2014 to 2019 investigating job demands and resources based on the job demands-resources model in the higher education environment. Six articles were identified that met the criteria for inclusion. Thus, a list of quantitative, qualitative and organisational job demands as well as organisational and personal resources specific to the academic environment were identified. This will allow Higher Education Institutions to provide targeted development of job resources and mitigation of job demands for their academic employees and enable the development of specific interventions.

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Section: Resultsmentioning

confidence: 99%

Section: Emotional Demands Qualitative Demandmentioning

confidence: 99%

Section: Job Demandsmentioning

confidence: 99%

Section: Job Demandsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions

Naidoo-Chetty

Plessis²

2021

IJHE

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Burnout dynamic among Ukrainian academic staff during the war

Tsybuliak,

Suchikova,

Shevchenko

et al. 2023

Sci Rep

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This study examined burnout dynamics among Ukrainian academic staff during the full-scale war. A cross-sectional study was conducted twice: the first wave in July 2022 and the second in January 2023. To assess the burnout syndrome as the final outcome, the self-reported Maslach Burnout Inventory-Human Services adapted for socioeconomic professions by Vodopyanova was used and correlated with different characteristics. The results showed a significant positive trend in emotional exhaustion among Ukrainian academic staff, with females being more sensitive to war-related factors. The results demonstrate that prolonged stressful situations associated with the ongoing war and constant changes in professional conditions lead to significant depersonalization dynamics among academic staff of both sexes. For male academic staff, factors such as age and academic position become less significant for depersonalization. However, university relocation and migration processes were significant factors affecting female academic staff’s' perception of effectiveness and accomplishment in their professional activities. The alarming dynamic of burnout levels detected among Ukrainian academic staff urges the national and institutional levels to take prompt actions to enhance the academic staff’s mental health in the workplace for preserving not only the quality of higher education, but also human capital in war times for postwar recovery in Ukraine.

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“Like King, Like Subject”? The Conditions for Transformative Leadership in India and South Africa

Belluigi¹,

Dhawan²,

Idahosa³

2022

Role of Leaders in Managing Higher Education

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This chapter contributes to scholarship concerned with the meso-curriculum shaping academic citizenry, and the conditions created for leadership, participation and inclusion within higher education institutions. Cognisant of the importance of the sector to drive the 2030 Agenda for Sustainable Development, it considers the fitness-for-purpose of higher education institutions when it comes to peace, justice and strong institutions (SDG 16), gender inequalities (SDG 5) and how these intersect with notions of quality education (SDG 4).Primary data from the standpoint of key stakeholders within six institutions from the postcolonial contexts of India and South Africa was generated. These two middle-income contexts are of interest, because they are characterised by strong constitutional commitments to democracy and social justice at the macro-level, with bold policy interventions undertaken at institutional meso-level to address the legacies of exclusion and oppression in their student and staff composition and experiences in higher education. However, the last five years have seen fraught dynamics and unrest within the sector in each country, which data from our study indicates relates partially to the politics of participation, institutional culture and a breakdown of trust in governance and management.Academic staff and those in leadership position are important agents, because of their roles and responsibilities in shaping the trans/formation of higher education and its purposes. Drawing from the quantitative and qualitative data generated for this study, the chapter explores the patterns which emerged, paying particular attention to gender and intersectional inequalities, and what they revealed about the persistence of policy-implementation gaps and also interactional dynamics which point to principle-implementation gaps. Concerns are raised about the limitations of an imaginary, when it came to the agency of leaders to effect change in the Indian context, and impoverished comprehensions around sustainable ethical leadership which emerged across the study.

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Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context

Cited by 8 publications

References 82 publications

Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions

Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions

Burnout dynamic among Ukrainian academic staff during the war

“Like King, Like Subject”? The Conditions for Transformative Leadership in India and South Africa

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