Tipping point

The staff wellbeing crisis in higher education

Datos Bibliográficos

ID22166364
AutoresMichelle Jayman (0000-0003-0277-4344, University of Roehampton, autor de correspondencia), Jonathan Glazzard (0000-0002-6144-0013, Edge Hill University), Anthea Rose (0000-0002-3640-0116, University of Lincoln)
Año2022
Volumen7
Fecha de publicación2022-08-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.929335
OpenAlexW4291152088
IdiomaEN
Citas recibidas27
Referencias citadas25

This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Within this paper, our concerns relate specifically to the impact of this culture of performativity on the wellbeing of staff who work in UK higher education institutions

Academic freedom · Business · Higher education · Job insecurity · Job satisfaction · Organizational culture · Pedagogy · Performativity · Political science · Public relations · Sociology · Engineering · Gender Studies · Healthcare professionals’ stress and burnout · Law · Psychology · Social Psychology