The Internet and academics' workload and work–family balance

The Effect of Family Relationships on Technology-Assisted Supplemental Work and Work-Life Conflict among Academics

“…Research reveals that although ICTs enhance academics' work-life, they do however also increase academics' workloads and encourage them to further extend their working day (Currie & Eveline, 2010;Heijstra & Rafnsdottir, 2010). To take an example, Ylijoki and Mantyla (2003) mention that, although email enhances communication and saves time, it also nonetheless requires academics to be constantly available for students and colleagues.…”

“…To take an example, Ylijoki and Mantyla (2003) mention that, although email enhances communication and saves time, it also nonetheless requires academics to be constantly available for students and colleagues. Many academics actually begin their day, in the early morning, checking their emails and persistently continue to do so throughout the day, even during the evenings (Gornall & Salisbury, 2012;Heijstra & Rafnsdottir, 2010). Academics often work during the evenings by using their Notebooks to check emails and to work on their own research projects (Gornall & Salisbury, 2012).…”

“…Furthermore, Currie and Eveline (2010) found that many academics in their study worked on their computers from 8pm to 10pm. Heijstra and Rafnsdottir (2010) reported that academics often have difficulty in detaching themselves from work when they are on family holidays. For instance, many academics feel tempted to take their laptops and cell phones with them in order to stay connected to their work.…”

“…There is strong consensus among researchers that ICTs are blurring the traditional boundaries between work and family (Currie & Eveline, 2010;Boswell & Olson-Buchanan, 2007). The fact that ICTs enable academics to easily engage in either role creates work-life conflict (WLC) (Batt & Valcour, 2003;Heijstra & Rafnsdottir, 2010). The flexibility enabled by ICTs and the privilege of working from home therefore raises important questions pertaining to academics' WLB (Boswell & Olson-Buchanan, 2007).…”

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

“…Although ICTs are known to increase academics' work freedom and flexibility, ICTs also encourage academics to engage in technology-assisted supplemental work (TASW), which has resulted, in academics working longer hours (Currie & Eveline, 2010;Heijstra & Rafnsdottir, 2010). This has raised important questions pertaining to the work-life balance (WLB) facilitated by ICTs and whether they do enhance or impede academics' WLB (Harmer, Pauleen & Schroeder, 2008;Middleton, 2007).…”