Technology and Work-Life Conflict of Academics in a South African Higher Education Institution

Kotecha, Kajal; Ukpere, Wilfred I.; Geldenhuys, Madelyn

doi:10.5901/mjss.2014.v5n2p629

Cited by 5 publications

(4 citation statements)

References 38 publications

(111 reference statements)

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“…In studies among North American nonacademic managers, work-related ICT use during non-working hours is positively related to work–family/life conflict for individuals ( Boswell and Olson-Buchanan, 2007 ; Diaz et al, 2012 ) and for their significant others as well ( Boswell and Olson-Buchanan, 2007 ). Also, among academics in a South African higher education establishment, this positive association was found to be moderated by gender, with women reporting higher levels of work–family/life conflict ( Kotecha et al, 2014 ).…”

Section: Characterization Of Studies and Qualitative Description Of R...mentioning

confidence: 95%

“…Gender roles assume significance for understanding work–family/life management ( Wood and Eagly, 2010 ). Kotecha et al (2014) highlighted the relevance of gender; they found that the positive relationship between technology-assisted supplemental work (TASW) and work–family/life conflict was moderated by gender, with female academics reporting more work–family/life conflict than their male colleagues. Also, these positive relationships between work-related after-hours ICT use and work–family/life conflict were found to be stronger among female construction workers, compared to their male colleagues ( Bowen et al, 2018 ).…”

Section: Characterization Of Studies and Qualitative Description Of R...mentioning

confidence: 99%

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Information and communication technologies-assisted after-hours work: A systematic literature review and meta-analysis of the relationships with work–family/life management variables

et al. 2023

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The phenomenon of information and communication technology (ICT)-assisted after-hours work has led to rising academic interest in examining its impact on workers’ lives. ICT-assisted after-hours work may intrude on the home domain and contribute to higher work–family/life conflict, lower work–family/life balance, or higher work–family/life enrichment (the last one owing to the acquisition of competencies transferable to the home domain). Additionally, owing to cultural and societal differences in gender roles, the relationships between ICT-assisted after-hours work and work–family/life management variables may differ between female and male workers. To analyze the current empirical findings, this study performed a literature review with 38 articles and a meta-analysis with 37 articles. Our findings showed that ICT-assisted after-hours work was positively related to work–family/life enrichment (r = 0.335, p < 0.001; 95% CI [0.290, 0.406]), but also to work–family/life conflict (r = 0.335, p < 0.001; 95% CI [0.290, 0.406]). However, neither gender nor pre−/post-COVID significantly affect the relationship between ICT-assisted after-hours work and work–family/life conflict. Finally, future research and implications are discussed.

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Section: Characterization Of Studies and Qualitative Description Of R...mentioning

confidence: 95%

Section: Characterization Of Studies and Qualitative Description Of R...mentioning

confidence: 99%

Information and communication technologies-assisted after-hours work: A systematic literature review and meta-analysis of the relationships with work–family/life management variables

et al. 2023

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“…There is evidence that knowledge workers such as academic employees, who typically encounter high demands and lack fi rm boundaries between domains, may be particularly vulnerable to work-life confl ict (Albertsen, Persson, Garde, & Rugulies, 2010 ; Lewis & Cooper, 2005 ). A review of the research fi ndings from several countries suggests that academic work encompasses many of the characteristics associated with aspects of work-life confl ict, such as high demand, role overload and long working hours (Doyle & Hind, 1998 ;Kinman, 2014 ;Kinman, Jones, & Kinman, 2006 ;Kinman & Wray, 2013 ;Kotecha, Ukpere, & Geldenhuys, 2014 ;Mark & Smith, 2012 ;Watts & Robertson, 2011 ;Winefi eld, Boyd, & Winefi eld, 2014 ;Winefi eld, Boyd, Saebel, & Pignata, 2008 ). Several studies suggest also that levels of psychological distress in the higher education sector are higher than those reported by many other occupational groups and community samples (Kinman et al, 2006 ;Winefi eld et al, 2008 ).…”

Section: Work-life Confl Ict: Job Type and Gendermentioning

confidence: 99%

Exploring Resources, Life-Balance and Well-Being of Women Who Work in a Global Context

Gervais¹,

Millear²

2016

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the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

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“…Therefore, occupational stress stems from a number of work-related pressures and one's inability to cope or lack of control over one's job (Rosenthal and Alter 2012). The transformation in higher education has become a leading cause of occupational stress among academics (Kotecha, Ukpere and Geldenhuys 2014). The responsibilities of academics expand in response to increased demands from university administration, research councils and government (Gornall and Salisbury 2012).…”

Section: Introductionmentioning

confidence: 99%

The profile of occupational stress in a sample of health profession academics at a historically disadvantaged university in South Africa

Simons

Munnik

Frantz

et al. 2019

SAJHE

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Background: Higher education is a high stress occupation or environment. Academics in health professions are engaged in professional training that adds clinical or profession-specific competencies to general academic and research outcomes. Academics in health professions assume many roles and must remain current in the practise of their professions that increases stress. Studies on occupational stress amongst health professions academics are lacking in the South African context. Objectives: To assess occupational stress in a sample of Health profession academics at aHistorically Disadvantaged Institution (HDI).Methods: An online survey was conducted with a randomly selected sample of 51 permanent academics. The response rate was 55 per cent after incentives and reminders. Instruments included a demographic questionnaire, Assessing emotions scale and the Sources of Work Stress Inventory. Descriptive statistics, correlation and regression were used to analyse the data. Instruments were reliable with this sample. Ethics clearance was obtained (Reg. No.: 15/4/42) and all ethics principles were upheld. Simons, Munnik, Frantz and Smith The profile of occupational stress in a sample of health profession academics 133Results: The sample was mostly female, and the composition was consistent with the profiles of the faculty, health professions and HDIs. Small effects were reported for associations between demographics, EI and Occupational stress. Mixed results were reported for predictive relationships. EI and level of education were predictive of certain sources of occupational stress.Conclusion: Transformations and the work environment contributed to academics experiencing occupational stress. The historical apartheid legacies still manifest in patterned ways along gender, race and professional status in the occupational stress academics experience. Health professionals constitute a legitimate subgroup that impacts the experience and management of occupational stress. EI is an important factor to consider in the experience and management of occupational stress.

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Technology and Work-Life Conflict of Academics in a South African Higher Education Institution

Abstract: The use of Information Communication Technologies (ICTs)

Cited by 5 publications

References 38 publications

Information and communication technologies-assisted after-hours work: A systematic literature review and meta-analysis of the relationships with work–family/life management variables

Information and communication technologies-assisted after-hours work: A systematic literature review and meta-analysis of the relationships with work–family/life management variables

Exploring Resources, Life-Balance and Well-Being of Women Who Work in a Global Context

The profile of occupational stress in a sample of health profession academics at a historically disadvantaged university in South Africa

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