The psychosocial hazards of academic work: an analysis of trends

Wray, Siobhan; Kinman, Gail

doi:10.1080/03075079.2020.1793934

Cited by 34 publications

(40 citation statements)

References 53 publications

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“…National surveys conducted between 2008 and 2014 [ 5 ], that used the Health and Safety Executive (HSE) Management Standards Indicator Tool and other validated measures, have enabled the examination of levels of key psychosocial hazards (i.e. job demands, control, manager support, peer support, relationships and change) and mental health against national benchmarks and across waves.…”

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confidence: 99%

The challenges of COVID-19 for the well-being of academic staff

Wray

Kinman

2021

Occupational Medicine

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confidence: 99%

The challenges of COVID-19 for the well-being of academic staff

Wray

Kinman

2021

Occupational Medicine

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“…University funding, regulation and governance are shaped by relationships to finance capital and cultures of competition predicated upon value for money for students and the taxpayer (Hall, 2021 ; McGettigan, 2015 ). This has tended to create toxic managerial cultures (Megoran & Mason, 2020 ; Wray & Kinman, 2020 ), because the corporate form of the University is shaped in relation to the reproduction of surpluses, rather than in relation to human needs (hooks, 1994 ; Tokumitsu, 2014 ). Such disconnection is reproduced methodologically, as institutions vie for resources, in terms of student numbers, income from research and knowledge transfer, and spill-over activities like consultancy, and as they compete based on discourses of student outcomes, impact and entrepreneurialism.…”

Section: Covid-19 and The Methodological Conditioning Of The Universi...mentioning

confidence: 99%

‘Whiteness is an immoral choice’: the idea of the University at the intersection of crises

2022

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Universities in the global North are shaped against intersecting crises, including those of political economy, environment and, more recently, epidemiology. The lived experiences of these crises have renewed struggles against exploitation, expropriation and extraction, including Black Lives Matter, and for decolonising the University. In and through the University, such struggles are brought into relation with the structures, cultures and practices of power and privilege. These modes of privilege are imminent to the reproduction of whiteness, white fragility and privilege, double and false consciousness, and behavioural code switching. In particular, whiteness has historical and material legitimacy, reinforced through policy and regulation, and in English HE this tends, increasingly, to reframe struggle in relation to culture wars. This article argues that the dominant articulation of the University, conditioned by economic value rather than humane values, has been reinforced and amplified during the Covid-19 pandemic. The argument pivots around the UK Government policy and guidelines, in order to highlight the processes by which intellectual work and the reproduction of higher education institutions connect value production and modes of settler-colonial and racial-patriarchal control.

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In the aftermath of the COVID-19 pandemic, we have become acutely aware of the need to express and foster care for others -our students and our colleagues -as well as engage in self-care for ourselves. It has been well established in extant research that the working conditions and job characteristics in contemporary academic settings can be conducive to burnout (Watts and Robertson, 2011;Wray and Kinman, 2021), and that academics' well-being (

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confidence: 99%

“…In the aftermath of the COVID-19 pandemic, we have become acutely aware of the need to express and foster care for others – our students and our colleagues – as well as engage in self-care for ourselves. It has been well established in extant research that the working conditions and job characteristics in contemporary academic settings can be conducive to burnout (Watts and Robertson, 2011; Wray and Kinman, 2021), and that academics’ well-being (Prasad, 2022; Richards et al, 2016) and health (Berg et al, 2016; Hurtado et al, 2012) – and, in particular, mental health (Guthrie et al, 2017; Padilla and Thompson, 2016; Urbina-Garcia, 2020) – are often negatively affected as a result of stress related to increasing workloads, audits, performance management and metrics (Morrish, 2019; Morrish and Priaulx, 2020). In order to survive and thrive in academia, we urgently need to establish a new ethic of care – one which meaningfully attends to the needs of each other and ourselves.…”

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confidence: 99%