Gail Kinman

Pressure Points: A review of research on stressors and strains in UK academics

This paper reviews research on occupational stressors and strains amongst academics working in UK universities. A brief history of research conducted in this field in the USA, Australia and the UK is provided. Four major themes are considered: (a) the prevalence of self-reported occupational stress and strain; (b) the features of academic work that are potentially stressful; (c) the impact of these stressors; and (d) observed differences between gender, age and grade. Studies reviewed here suggest that, in comparison to other professionals and community samples, academic staff experience less job satisfaction and extremely low levels of psychological health. Potential explanations for the rise in levels of self-reported stressors and strains are explored, as are the implications of the research findings reported here. Some recommendations for future research are highlighted.

Lay representations of workplace stress: What do people really mean when they say they are stressed?

Abstract An individuals beliefs in relation to stress are likely to affect their perceptions, and hence their work-related actions (such as absenteeism). In this paper, lay representations of work stress were investigated utilising semi-structured interviews with 45 individuals from a range of occupations. The meaning of occupational stress, its antecedents and outcomes, and ways by which it may be managed were examined. Dominant factors were established through the use of thematic content analysis. Similarities and differences were found between lay and professional discourses on work stress. Results indicate that lay representations of occupational stress are multi-faceted. Little consensus was found in how participants interpreted the concept: a diverse range of personal, environmental, and societal factors was highlighted. A different (and arguably more complex) range of definitions of job stress and the manner in which it impacts on individuals was revealed than has been reported in previous studies. The causes of stress at work were perceived as being predominantly organisational, but the impact of stress on the employee was more salient than organisational outcomes. Paradoxically, secondary and tertiary stress management techniques were thought to be more effective than interventions designed to prevent stress at work. Interviewees with line management responsibility were more likely to emphasise individual responsibility for managing stress, most others maintained that the individual and the organisation are equally responsible. The potential value of examining lay representations of job stress to the discipline of Occupational Health Psychology is discussed and suggestions for future research are made.

'Running Up the Down Escalator': Stressors and strains in UK academics

Little research at a national level has examined stressors and strains in academics in the United Kingdom, although the sector has undergone widespread and rapid change during the past decade. This study suggests that job stress and demands have increased significantly in recent years, and job satisfaction and levels of support have declined. Several stressors were identified that are not only characteristics of the organisational climate, but also features of national educational policy. High levels of psychological distress were found in comparison with academics in other countries, and with other professional groups and the general population in the United Kingdom. Perceptions of work-home conflict had particularly strong relationships with psychological distress and job dissatisfaction. Recommendations for primary and secondary stress management in UK universities are outlined.

A life beyond work? job demands, work-life balance, and wellbeing in UK academics

SUMMARY Research findings from several countries suggest that academic work has become comparatively stressful, with potentially serious consequences for the workforce and the quality of higher education. This article reports the findings of a study that examined work demands, work-life balance and wellbeing in UK academic staff. Job demands and levels of psychological distress were high and working during evenings and weekends was commonplace. Most academics surveyed, however, were at least moderately satisfied with their jobs. Work-life balance was generally poor and most respondents wished for more separation between their work and home lives. Academics who reported more work-life conflict and perceived a greater discrepancy between their present and ideal levels of work-life integration tended to be less healthy, less satisfied with their jobs, and more likely to have seriously considered leaving academia. On the whole, academics that perceived more control over their work, more schedule flexibility and more support from their institutions had a better work-life balance. These factors, however, failed to moderate the relationship between work demands and perceptions of conflict between work and home.

Information satisfaction in breast and prostate cancer patients: implications for quality of life.

Objectives: This study aimed to assess information needs and levels of information satisfaction in breast and prostate cancer patients. It further examined relationships between information satisfaction and multi‐dimensional quality of life (QoL).

Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.

Enhancing Wellbeing in Social Work Students: Building Resilience in the Next Generation

The need for social workers to be resilient is widely emphasised. Although enhancing resilience in social work trainees presents a challenge to educators, they are nonetheless responsible for developing professionals who are able to cope with the emotional demands of the job. This paper argues that building resilience in the future workforce should be a key element of social work education. However, as little is known about the competencies and support structures that underpin resilience or the extent to which resilience protects the wellbeing of trainees, an evidence-based approach is required to inform curriculum development. Recent research conducted by the authors of this paper has highlighted the protective nature of resilience in social work trainees. Emotional intelligence and associated competencies, such as reflective ability, aspects of empathy and social confidence, were found to be key predictors of this important quality. The important role played by social support from various sources was also emphasised. The present paper summarises this research, and presents interventions based on the findings that have the potential to promote resilience and wellbeing in social work trainees. Also considered are ways in which the curriculum might be further enhanced to provide trainees with an internal ‘tool-box’ of strategies that will help them manage their wellbeing more effectively in their future career.

Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model

Purpose – Although the effort‐reward imbalance (ERI) model of job stress has gained support in predicting employee health, it has rarely been examined in the context of the work‐home interface. This study aims to test an expanded ERI model in predicting work‐life conflict (WLC) in university employees. Three hypotheses relating to the ERI are tested. It is also predicted that lower organisational support for work‐life balance, less schedule flexibility and lower levels of separation between work and home life will lead to increased work‐life conflict.Design/methodology/approach – In this cross‐sectional study, 1,108 employees working in UK universities completed questionnaires assessing ERI, WLC, schedule flexibility, employer support and work‐life separation/integration.Findings – Strong main effects of job‐related efforts, rewards and over‐commitment on WLC are found. A significant two‐way interaction (effort×reward) and some evidence for a three‐way interaction effort×reward×over‐commitment) are observ...

The Well‐being of the UK Academy, 1998–2004

Abstract This paper compares the findings of two studies, conducted in 1998 and 2004, of academic staff in British universities. It examines the stability over time of working hours, specific work stressors and levels of psychological distress. Comparisons are also made between the levels of psychological distress currently reported by academic staff and those reported by other professional groups and the general population in the UK. Finally, the paper assesses the extent to which UK universities are meeting minimum health and safety at work standards for the management of job stressors. The findings indicate that: there has been little change in the levels of most stressors experienced over the six year period; the high levels of psychological distress found in the 1998 study are undiminished and exceed those of other professional groups and the population generally; the majority of the health and safety at work standards are not met. Possible implications of these findings for the quality of UK higher education are discussed.

Emotional labour and strain in “front‐line” service employees: Does mode of delivery matter?

Purpose – Research suggests that “front‐line” service jobs typically require emotional labour owing to the high levels of interpersonal interaction inherent in such work. Although emotional labour can be performed face‐to‐face (in person) or voice‐to‐voice (on the telephone), little is known about whether the type of emotional demands and the relationships with strain outcomes differ according to mode of delivery. The purpose of this paper is to research these issues.Design/methodology/approach – Relationships are assessed between three dimensions of emotional labour (emotional display rules, and the faking and suppression of emotions) and strain outcomes (psychological distress, work‐life conflict and job satisfaction) in a sample of 124‐cabin crew (face‐to‐face interaction) and 122 telesales agents (voice‐to‐voice interaction). The emotional labour dimensions that are significant predictors of strain outcomes for both groups are examined by multiple regression.Findings – No significant differences were ...