Sources of Academic Well-being Among University Teachers

Strategic Insights -

Academic well-being is a crucial aspect of the higher education sector, with university teachers often facing high levels of stress and burnout. A recent study conducted at Qatar University utilized Q methodology research to explore the intrinsic and extrinsic sources of academic well-being among university teachers. The study involved 21 participants who provided insights on the factors influencing their well-being within academia. The research revealed two distinct perspectives among the participants, with some emphasizing workplace conditions and others highlighting individual conditions as the primary sources of well-being. The study also noted that a significant portion of participants did not align strongly with either factor, suggesting a complex interplay of various elements affecting academic well-being.

Key Takeaways:

  • The study employed Q methodology research to explore the intrinsic and extrinsic sources of academic well-being among university teachers at Qatar University.
  • The research involved 21 participants who provided a range of perspectives on the factors influencing their academic well-being, including workplace conditions and individual conditions.
  • Two distinct perspectives emerged among the participants, with some emphasizing workplace conditions and others highlighting individual conditions as the primary sources of well-being.
  • A significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being.
  • The study suggests the need for adopting systems thinking in addressing the sources of academic well-being.
  • The research has implications for university teachers, researchers, leaders, and policymakers, highlighting the importance of understanding the sources of academic well-being and promoting holistic perspectives.
  • The study emphasizes the importance of considering individual identities and organizational structures in understanding academic well-being.
  • The research provides a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being.
  • The study notes that previous research has primarily focused on anxiety, stress, and burnout, whereas this study provides a more comprehensive perspective on academic well-being.

Statistics:

  • The study involved 21 university teachers as participants.
  • The research employed 35 statements (Q-items) related to academic well-being.
  • Two distinct perspectives emerged among the participants, with some emphasizing workplace conditions and others highlighting individual conditions.
  • A significant portion of participants (42%) did not align strongly with either factor, indicating diverse and individualized sources of well-being.
  • The study was conducted at Qatar University, with participants from a single institution.
  • The research was published in the Journal of Applied Research in Higher Education in 2024.
  • The publisher for the Journal of Applied Research in Higher Education is Emerald.

Sources:

  • Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research. Journal of Applied Research in Higher Education, 2024,17(5).

(DOI: https://doi-org.sdpl.idm.oclc.org/10.1108/jarhe-04-2024-0190)

(Publisher: Emerald)

(Free version available at https://doi-org.sdpl.idm.oclc.org/10.1108/jarhe-04-2024-0190)