Paljude arvates on õppejõud-teadlased stressis. Põhjuseid selleks võib leida alates töötasust kuni publitseerimise survest tulenevate pingeteni. Ometi on vaikus. Just selle vaikusega siinviidatud artikli autorid tegelevad.
This context encourages academics to compartmentalise research time from the other aspects of their role (teaching, service) and self (work/non-work); however, the work actually requires the presence of their whole self and additionally, they must spend time in meeting performance standards. Thus, to manage the academic workload successfully, senior colleagues and high-performing academics advise placing boundaries around research time, avoiding taking on non-research activities, and carefully framing each research project to maximise the outputs and avoid ‘unproductive’ time.
For us, frustration with our inadequacies in finding this balance led to the initial collegial sharing of our experiences. We asked, ‘Why is it that we can’t just get it, as others seem to?’ […] In this study, we respond to the extant literature by placing self-care and the holistic well-being of the academic at the centre of our inquiry, asking, ‘How can we collaboratively foster spaces of self-care for well-being from within our academic work?’
We focus particularly on the tension between the call to bring more of ourselves into our teaching and research and the need to achieve according to a narrow set of measurements that require us to be a particular version of ourselves.
Academic well-being is a relatively new subject of research, with the focus largely remaining on students rather than academic staff. […] The academic workplace is governed by ‘efficiency and quantity over effectiveness; autocratic, managerialist ideology over academic democracy and debate’
Our story shows that in the work community, ‘workplace friendships’ can be an important vehicle for collaborative dialogue and reflexivity to enhance well-being beyond the ‘mutual gains’ hypothesis. We believe the well-being of a person should not be contingent on, nor measured by, the performance of the organisation. We find that the process of creating spaces of self-care is ongoing and relational. […] while our story illustrates one use of critical reflexivity – dialogic testimonio future research could explore other ways of using critical reflexivity to support well-being in the academic world
Hurd, F., & Singh, S. (2021). ‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice. Management Learning, 52(3), 347–363. https://doi.org/10.1177/1350507620970723