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Career coping and subjective well-being among university employees

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Abstract

We examined coping strategies by higher education employees to handle work stress as differentiated by personnel variables. We further examined levels of subjective well-being (SWB) in the same employees. Sixty-three higher education employees participated (males = 30; females = 33; mean age = 41.3 years). The participants completed the Coping Orientation to the Problems Experienced (COPE) survey, which measures different behaviours and cognitive activities one may engage in to cope with stress. They also completed the Satisfaction With Life Scale (SWLS) which is a measure of subjective well-being (SWB). Academic staff used problem-solving coping strategies more than administrative or support staff did. Both academic and support staff had a greater use of avoidance coping strategies than would be expected in a knowledge-based learning community. Senior staff had higher SWB as did staff with higher qualifications.

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... Maladaptive coping can sometimes be useful for academics as a delaying tactic (Rutter, Herzberg, and Paice 2002). Academics with higher qualifications reportedly use avoidant strategies more often than lower qualified colleagues (Odirile, Mpofu, and Montsi 2009). ...
... Research on coping with OS among academics in southern Africa remains limited (Odirile, Mpofu, and Montsi 2009). University culture and history moderate OS among academics (Watts and Robertson 2011). ...
... This type of coping tends to disengage academics from the threatening situation, instead of confronting it. Odirile, Mpofu and Montsi (2009) found that academics do engage in maladaptive coping strategies, especially avoidance. ...
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Health professions academics experience additional profession-related stressors that negatively affect health and performance outcomes. Understanding these stressors in the context of the institution where the health professions academic is employed was recommended. Historically disadvantaged institutions reportedly experience additional stressors, such as resource constraints, which may further affect occupational stress. In the study, we examined the relationship between sources of occupational stress and coping strategies among health professions academics. An online survey was conducted with 51 health professions academics employed at a historically disadvantaged institution. A demographic questionnaire, the Sources of Work Stress Inventory and the Brief Coping Orientation to Problems Experienced Inventory were used for data collection. The data were analysed using descriptive statistics and correlations. The findings indicated that the respondents experienced moderate levels of stress across all nine sources of occupational stress. Work/home interface, workload and general work stress were the three highest ranked sources of stress. The respondents responded more frequently with problem-focused and emotion-focused coping, although maladaptive coping, including avoidance, venting, self-blame and denial, was also reported. The results suggest that health professions academics use expressive maladaptive coping strategies pervasively when stressed, albeit less so than adaptive coping strategies. An understanding of the relationship between sources of occupational stress and coping strategies can inform intervention and improve health and performance outcomes in health professions academics.
... Specifically, academics in the 60-69 age group experienced lower exhaustion levels than those in the 20-29, 30-39, and 40-49 age groups. These suggested that academics 50 or older are less likely to experience burnout than those between 20 and 39 Rothmann, Barkhuizen and Tytherleigh [24] The study's findings indicated that the absence of various resources such as those required for learning and development, meeting the organization's objectives, social support in the form of interaction and assistance from colleagues, and rewards, led to higher levels of exhaustion and cynicism among academics Barkhuizen and Rothmann [35] Individuals with higher levels of education are more likely to be highly committed to their work, which has become a significant part of their psychological well-being Odirile, Mpofu and Montsi [36] The study found that academic staff with a master's degree were more likely to use avoidant coping strategies than those with other qualifications. This is due to the university's requirement for academic staff members to hold a minimum of a master's degree, which is expected to lead to more rational and constructive solutions to stressful situations Coetzee and Rothmann [37] One noteworthy discovery was that workers believed that their employer lacked dedication to them. ...
... Specifically, academics in the 60-69 age group experienced lower exhaustion levels than those in the 20-29, 30-39, and 40-49 age groups. These suggested that academics 50 or older are less likely to experience burnout than those between 20 and 39 Rothmann, Barkhuizen and Tytherleigh [24] The study's findings indicated that the absence of various resources such as those required for learning and development, meeting the organization's objectives, social support in the form of interaction and assistance from colleagues, and rewards, led to higher levels of exhaustion and cynicism among academics Barkhuizen and Rothmann [35] Individuals with higher levels of education are more likely to be highly committed to their work, which has become a significant part of their psychological well-being Odirile, Mpofu and Montsi [36] The study found that academic staff with a master's degree were more likely to use avoidant coping strategies than those with other qualifications. This is due to the university's requirement for academic staff members to hold a minimum of a master's degree, which is expected to lead to more rational and constructive solutions to stressful situations Coetzee and Rothmann [37] One noteworthy discovery was that workers believed that their employer lacked dedication to them. ...
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According to research done in South Africa, there is an increasing worry about the wellness of academic staff members, with many of them reporting high levels of stress and burnout. Heavy workloads, a lack of resources, and an unsatisfactory work-life balance are just a few factors that studies have identified as leading to poor well-being. Low salaries, weak recognition, and insufficient support systems are further contributing causes. Academic staff members' personal and professional skills may be badly impacted by stress, which can reduce productivity. Burnout is frequently linked to painful emotional events, and it is particularly common among those working in human service industries. Emotional tiredness, depersonalization marked by a pessimistic and cynical attitude toward others, and dissatisfaction with professional achievements are common burnout reactions. Five databases, including Scopus, PubMed, ScienceDirect, Medline, and Google Scholar, were searched for the review using the keywords (academic staff challenges, academic staff burnout, and academic staff well-being). The search was restricted to peer-reviewed empirical studies that looked at academic staff well-being in full-time university academic staff and were written in English. Papers that did not discuss the well-being of academic staff were disqualified. A thorough data extraction technique was used to retrieve pertinent information from each study. Job security is the least stressful factor, while concerns about diminished research and publishing opportunities and workplace bullying are prevalent. Burnout levels vary across age groups, with academics aged 50 or older showing lower levels. High emotional intelligence in academic staff reduces susceptibility to work challenges. Institutions can implement conflict management strategies to enhance work-related well-being. The review's overall conclusion emphasizes the urgent need for action to address the growing issue of academic staff members' low welfare at South African universities. Failure to address this problem could have detrimental effects on both the standard of instruction given to pupils and the health and well-being of academic staff.
... Adaptive strategies, such as active planning (Kersh, 2018;Ladebo & Oloruntoba, 2005), problem solving (Mark & Smith, 2012;Mate Siakwa, 2014), positive reappraisal (Mate Siakwa, 2014), time management (Iqbal & Kokash, 2011), seeking social support (Darabi et al., 2017;Devonport et al., 2008;Mate Siakwa, 2014), and exercise and relaxation (Holton et al., 2016) were reported. Maladaptive strategies such as using alcohol and eating more than usual (Holton et al., 2016), avoidance coping (Odirile, Mpofu, & Montsi, 2009;Mate Siakwa, 2014) and social disengagement (Ladebo & Oloruntoba, 2005) were also reported. Maladaptive coping strategies are, therefore, associated with poor health and well-being (Holton et al., 2016). ...
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Orientation: Occupational stress is a phenomenon that affects the physiological and psychological health and well-being of academic staff in higher education institutions (HEIs). Research purpose: The purposes of this study were: (1) to test a structural model of occupational stress and coping for academics in a South African HEI, and (2) to determine whether the proposed adaptive coping strategies positively and significantly predict coping success. Motivation for the study: Occupational stress among academics will increase unless strategies and mechanisms are adopted to cope with the environmental demands in their profession. Higher education institutions seeking to promote academics’ health and well-being should first comprehend the complexities of the coping process. There is thus a need for a more holistic view of coping with occupational stress in academia. Research approach/design and methods: A quantitative approach, using a cross-sectional, survey design, collected 305 responses from a convenience sample of academics. The Comprehensive Coping Strategies Questionnaire (CCSQ) was administered to the participants. Statistical analyses included descriptive statistics, thematic analysis, exploratory and confirmatory factor analysis, standard multiple regression analysis and structured equation modelling. Main findings: The theoretically hypothesised model had a good fit with the empirically manifested structural model. Academics experience both organisation- and job-specific stressors that elicit distressing emotions. Academics adopt adaptive coping strategies, which are associated with coping success. Practical/managerial implications: Higher education institutions should implement interventions to eliminate occupational stressors and should encourage academic staff to adopt adaptive coping strategies by arranging stress management courses and Affect Regulation Training (ART). Contribution/value-add: The study contributes toward a more holistic view of coping with occupational stress in academia, especially within a South African higher education context.
... As mentioned earlier leaders/managers need to create a favourable learning environment to facilitate organisational innovation and creativity. Learning is defined as the change in individual behaviour due to experiences based on actions and events (Hattinger, Eriksson, Malmsk€ old, & Svensson, 2014) or information and knowledge (Odirile, Mpofu, & Montsi, 2009). Edmondson (1999) defined organisational learning as an ongoing process of reflection and action, characterised by asking questions, seeking feedback, experimenting, reflecting on results, and discussing errors or unexpected outcomes of actions. ...
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