TY - JOUR
T1 - Work-life balance and remote working in the pandemic and beyond: the lived experiences of university academics in The Netherlands and UK
AU - Rauf , Muhammad Abdul
AU - Parham, S.
AU - Sheehan, Conor Sheehan
PY - 2023/10/27
Y1 - 2023/10/27
N2 - Poor work-life balance (WLB) has been linked to negative outcomes such as increased stress, anxiety, depression, and a perceived reduction in the overall quality of life. At an institutional level, these may include lowered employee commitment and decreased productivity at work. The advent of COVID-19 has necessitated fundamental alterations to work experience and the ways in which WLB may be perceived. This phenomenological study employed qualitative, in-depth interviews to explore higher education academics’ lived experiences of remote working and how they perceived this had impacted their well-being (WB) and WLB. Using purposive samplings, respondents were drawn from HE sectors in the Netherlands, and the UK. The findings offered an understanding of how remote and hybrid teaching delivery during the pandemic affected academics’ actual experiences of WB and WLB. These findings serve to enhance policymakers’ understandings of significant occupational health and WB issues within a post-pandemic education service paradigm.
AB - Poor work-life balance (WLB) has been linked to negative outcomes such as increased stress, anxiety, depression, and a perceived reduction in the overall quality of life. At an institutional level, these may include lowered employee commitment and decreased productivity at work. The advent of COVID-19 has necessitated fundamental alterations to work experience and the ways in which WLB may be perceived. This phenomenological study employed qualitative, in-depth interviews to explore higher education academics’ lived experiences of remote working and how they perceived this had impacted their well-being (WB) and WLB. Using purposive samplings, respondents were drawn from HE sectors in the Netherlands, and the UK. The findings offered an understanding of how remote and hybrid teaching delivery during the pandemic affected academics’ actual experiences of WB and WLB. These findings serve to enhance policymakers’ understandings of significant occupational health and WB issues within a post-pandemic education service paradigm.
U2 - https://doi.org/10.1080/21568235.2023.2273554
DO - https://doi.org/10.1080/21568235.2023.2273554
M3 - Article
SN - 2156-8243
JO - European Journal of Higher Education
JF - European Journal of Higher Education
ER -