Academics well-being as a pillar of institutional autonomy: A study on work-life balance in higher education amidst and post Covid-19
DOI:
https://doi.org/10.20853/39-4-7602Keywords:
work life balance, academic productivity, higher education, ocupational stress and institutional autonomyAbstract
In higher education, intricate relationships among academic freedom, academic welfare, institutional autonomy, and public accountability have become increasingly evident. This research investigates the critical issue of balancing work and home lives for academics and its significant ramifications. This research aimed to evaluate the influence of work life balance on academics productivity at a specific university in South Africa. Three sophisticated quantitative approaches, the JD-R Model, structural equation modelling (SEM), and Analysis of Moment Structures (AMOS) 27 statistical software, were applied in the study of 175 full-time academics. The results of this research indicated a substantial negative connection among academics performance and work life imbalance (β = -0.232†, p < 0.100). This is an example of how difficult it is to be an academic and have a life. It is evident that productivity and meaningful contributions to an institution will increase when academics are able to successfully manage their personal and professional lives. However, institutional autonomy has an impact on administrative decisions and measures, which in turn affect the work environment, resources at disposal, job security, and overall welfare of academics.
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References
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Bell, A. S., Rajendran, D. and Theiler, S. 2012. Job Stress, wellbeing, work-life balance and work-life conflict among Australian Academics. E-Journal of Applied Psychology, 8(1): 25-37. https://doi.org.10.7790/ejap.v8i1.320
Bergan, S. 2021. Academic freedom and institutional autonomy: victims of the Covid-19 pandemic? higher education’s response to the covid-19 pandemic, 215.
Bethke, F.S. and Wolff, J. 2023. Lockdown of expression: civic space restrictions during the COVID-19 pandemic as a response to mass protests. Democratization,1-19. https://doi.org.10.1080/13510347.2023.2209021
Blignaut, S., G. Pheiffer, A. Visser, L. Le Grange, S. Maistry, L. Ramrathan and Simmonds, S. 2022. Belonging, wellbeing and stress with online learning during COVID-19. South African Journal of Higher Education 36 (6): 169-91. https://doi.org/10.20853/36-6-5525.
Cavallo, J. and Forman, H. 2020. The economic impact of the COVID-19: Pandemic on radiology practices. Radiology, 296: 141-44. https://doi.org.10.1148/radio.2020201495
Charoensukmongkol, P. and Puyod, J. V. 2021. Influence of transformational leadership on role ambiguity and work–life balance of Filipino University employees during COVID-19: Does employee involvement matter? International Journal of Leadership in Education, 1-20. https://doi.org.10.1080/13603124.2021.1882701
Creswell, J. W. and Creswell, J. D. 2018. Research design: Qualitative, quantitative, and mixed methods approaches. 5th edition. New York: Sage publications. https://lccn.loc.gov/2017044644
de Boer, H., File, J., Huisman, J., Seeber, M., Vukasovic, M., Westerheijden, D.F., de Boer, H., File, J., Huisman, J., Seeber, M. and Vukasovic, M. 2017. Structural reform in European higher education: An introduction. Policy analysis of structural reforms in Higher Education: processes and outcomes, 1-28.
Dixit, A. and Upadhyay, Y. 2021. Role of JD-R model in up ticking innovative work behaviour among higher education faculty. RAUSP Management Journal, 56(2): 156-169.
Fazal, S., Naz, S., Khan, M.I. and Pedder, D. 2019. Barriers and enablers of women’s academic careers in Pakistan. Asian Journal of Women's Studies, 25(2): 217-238. https://doi.org.10.1080/12259276.2019.1607467
Franco, L. S., Picinin, C. T., Pilatti, L. A. and Franco, A. C. 2021. Work-life balance in Higher Education: A systematic review of the impact on the well-being of teachers. Avaliação e Políticas Públicas em Educação, 29: 691-717. https://doi.org.10.1590/S0104-403620210002903021
García-Cabrera, A.M., Lucia-Casademunt, A.M., Cuéllar-Molina, D. and Padilla-Angulo, L. 2018. Negative work-family/family-work spill over and well-being across Europe in the hospitality industry: The role of perceived supervisor support. Tourism management perspectives, 26: 39-48. https://dx.doi.org.10.1016/j.tmp.2018.01.006
Gigauri, I. 2020. Effects of Covid-19 on Human Resource Management from the perspective of digitalization and work-life-balance. International Journal of Innovative Technologies in Economy, 4(31): 1-10. https://doi.org.10.31435/rsglobal_ijite/30092020/7148
Giorgi, G., Luigi I. L., Federico A., Georgia L. F., Giorgia B., Lucrezia G. L., Giulio A., and Nicola M. 2020. COVID-19-Related Mental Health Effects In The Workplace: A narrative review. International Journal of Environmental Research and Public Health, 17(21): 2-22. https://www.mdpi.com/1660-4601/17/21/7857
Hagenauer, G., Volet, S. E. and Edwards, D. 2021. Profiling academics’ job demands, resources, and stress. Higher Education, 82(2), 263-280. https://doi.org.10.4324/9781003303473
Huisman, J., 2020. Accountability in higher education. In The International Encyclopedia of Higher Education Systems and Institutions, 80-85.
Javier, B. S. 2020. Organizational E-learning readiness in a state university in Northern Philippines: Inputs for refining instructional quality. Test Engineering and Management, 82(1): 5560-5569.
Joseph, S. and Olugbara, O. O. 2018. Evaluation of municipal e-government readiness using structural equation modelling technique. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(1): 1-10. https://doi.org.10.4102/td.v14i1.356
Kallio, T.J., Kallio, K.M., Huusko, M., Pyykko, R. and Kivisto, J. 2022. Balancing accountability and autonomy: the impact and relevance of public steering mechanisms within higher education, Journal of Public Budgeting, Accounting and Financial Management, 34(6): 46-68. https://doi.org/10.1108/JPBAFM-10-2020-0177
Kasymova, S., Place, J.M.S., Billings, D.L. and Aldape, J.D. 2021. Impacts of the COVID‐19 pandemic on the productivity of academics who mother. Gender, Work and Organization, 28: 419-433. https://doi.org.10.1111/gwao.12699
Kinman, G. 2017. Effort-reward imbalance and over-commitment in UK academics. British Journal of Educational Psychology, 87(1):21-38. https://doi.org.10.1080/1360080X.2016.1181884
Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E. and Lewis, K. 2020. Learning during COVID-19: Initial Findings on Students' Reading and Math Achievement and Growth. Brief. NWEA.
Makgahlela, M., T. Mothiba, P. M. Mphekgwana, L. Makhado, M. Selepe, and J. P. Mokwena. 2021. Strategies to improve historically disadvantaged university staff’s wellbeing and administration of academic programmes during COVID-19: A descriptive survey study. South African Journal of Higher Education 35(5): 125-37. https://doi.org/10.20853/35-5-4273
Mostert, K. and Oosthuizen, J. 2010. Reasons and strategies associated with positive interaction between work and home amongst managers: An exploratory study. SA Journal of Industrial Psychology, 36(1): 1-13. https://doi.org.10.4102/sajip.v36i1.877
Mulang, H. 2022. Analysis of The Effect of Organizational Justice, Worklife Balance on Employee Engagement and Turnover Intention. Golden Ratio of Human Resource Management, 2(2): 86-97. https://doi.org.10.52970/grhrm.v2i2.169
Mustapha, N. and Ghee, W. Y. 2013. Examining faculty workload as antecedent of job satisfaction among academic staff of higher public education in Kelantan, Malaysia. Business and Management Horizons, 1(1): 10-16. https://doi.org.10.5296/bmh.v1i1.3205
Mwangi, L., Boinett, C. C., Tumwet, E. and Bowen, D. 2017. Effects of work life balance on employee’s performance in institutions of higher learning. A case study of Kabarak University. Kabarak Journal of Research and Innovation, 4(2): 60-69. https://ojs.kabarak.ac.ke/index.php/kjri/article/view/90
Naicker, E. 2019. Investigating student perceptions on effective use of smartphones for mobile learning. MICT., Durban University of Technology. https://doi.org.10.51415/10321/3347
Nnadozie, R. and P. Chinomona. 2024. Work systems framework for teaching workload model deployment at universities in South Africa. South African Journal of Higher Education 38(3): 64-76. https://doi.org/10.20853/38-3-6362.
Oplatka, I., 2017. Principal workload: Components, determinants and coping strategies in an era of standardization and accountability. Journal of Educational Administration, 55(5): 552-568.
Pacheco, T., Simon C., Christine K., Sophie M., Marina D., Emilie A. and Emily C. 2020. Job security and the promotion of workers’ wellbeing in the midst of the COVID-19 pandemic: A study with Canadian workers one to two weeks after the initiation of social distancing measures. International Journal of Wellbeing, 10(3): 58–76. https://dx.doi.org.10.5502/ijw.v10i3.1321
Park, C., Sugand, K., Nathwani, D., Bhattacharya, R. and Sarraf, K. M. 2021. Impact of the COVID-19 pandemic on orthopaedic trauma workload in a London level 1 trauma center: The “golden month” The Covid emergency related trauma and orthopaedics (COVERT) collaborative, 91(5): 556-561. https://dx.doi.org.10.1136/bmjopen-2021-054919
Pienaar, C. and Bester, C. L. 2020. The retention of academics in the early career phase: Empirical research. SA Journal of Human Resource Management, 6(2): 32-41. https://doi.org.10.4102/sajhrm.v6i2.171
Rodríguez-Rey, R., Garrido-Hernansaiz, H. and Collado, S. 2020. Psychological impact and associated factors during the initial stage of the coronavirus (COVID-19) pandemic among the general population in Spain. Frontiers in psychology, 11:1-23. https://dx.doi.org.10.2139/ssrn.3623949
Schaufeli, W. B. 2017. Applying the job demands-resources model. Organizational Dynamics, 46(2), 120-132. https://dx.doi.org.10.1016/j.orgdyn.2017.04.008
Schaufeli, W. B., Salanova, M., González-Romá, V. and Bakker, A. B. 2002. The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1): 71-92.
Scott, C. 2021. Managing higher education for a changing regulatory environment. Public Administration and Policy, 24(1): 7-20. https://doi.org/10.1108/PAP-10-2020-0045
Semlali, S. and Hassi, A. 2016. Work–life balance: How can we help women IT professionals in Morocco. Journal of Global Responsibility, 7(2): 210-225. https://doi.org.10.1108/JGR-07-2016-0017
Shevlin, M., McBride, O., Murphy, J., Miller, J.G., Hartman, T.K., Levita, L., Mason, L., Martinez, A.P., McKay, R., Stocks, T.V. and Bennett, K.M. 2020. Anxiety, depression, traumatic stress and COVID-19-related anxiety in the UK general population during the COVID-19 pandemic. BJPsych open, 6(6): 1-9. https://doi.org.10.1192%2Fbjo.2020.109
Shoaib, M., Nawal, A., Korsakienė, R., Zámečník, R., Rehman, A.U. and Raišienė, A. G. 2022. Performance of academic staff during COVID-19 pandemic-induced work transformations: An IPO model for stress management. Economies, 10(2): 1-21. https://doi.org.10.3390/economies10020051
Teixeira, P., Biscaia, R. and Rocha, V. 2022. Competition for funding or funding for competition? Analysing the dissemination of performance-based funding in european higher education and its institutional effects. International Journal of Public Administration, 45(2): 94-106. https://doi.org.10.1080/01900692.2021.2003812
Ugwuanyi, C., Okeke, C. I. O. and Shawe, T. G. J. 2021. South African Academics’ Perception of the Impact of Work from Home on Effective Teaching and Learning in Universities. Library Philosophy and Practice (e-Journal), 1-14. https://orcid.org/0000-0003-3046-5266
van de Glind, B. and Gomez‐Baggethun, E. 2023. Reducing academic flying beyond COVID‐19: Drivers, alternatives, and avenues for change. The Geographical Journal, 189(2): 300-313. https://doi.org.10.1111/geoj.12471
Williams, J. 2016. Academic freedom in an age of conformity: Confronting the fear of knowledge. Springer. https://doi.org.10.1057/9781137514790
Wilson, J. M., Jerin L., Holly N., Benjamin O., Baris S. and Natalie J. S. 2020. Job insecurity and financial concern during the COVID-19 Pandemic are associated with worse mental health. Journal of Occupational and Environmental Medicine, 62(9): 686 - 691. https://doi.org.10.1097/jom.0000000000001962
Zhou, X., Centaine L., Louise E., Matthew B., Sisira E., Xuejun B., and Anthony C. S. 2020. The role of telehealth in reducing the mental health burden from COVID-19. Telemedicine and e-Health, 26(4): 377 - 379. https://doi.10.1089/tmj.2020.0068
Amaral, A., Tavares, O. and Santos, C. 2012. Higher education reforms in Europe: A comparative perspective of new legal frameworks in Europe. In European higher education at the crossroads: Between the Bologna Process and National Reforms (655-673). Dordrecht: Springer Netherlands.
Anderson, G. 2020. Psychological stress and Covid-19: Interactions with gut microbiome and circadian rhythm in driving symptom severity. Preprint. London: CRC Scotland & London. https://doi.org.10.32794/mr11250066
Andreescu, L. 2013. Academic Freedom: A Guide for the Academic Leader. Leadership and Governance in Higher Education, (3).
Bataineh, K. A. 2019. Impact of work-life balance, happiness at work, on employee performance. International Business Research, 12(2): 99-122. https://doi.org.10.5539/ibr.v12n2p99
Bell, A. S., Rajendran, D. and Theiler, S. 2012. Job Stress, wellbeing, work-life balance and work-life conflict among Australian Academics. E-Journal of Applied Psychology, 8(1): 25-37. https://doi.org.10.7790/ejap.v8i1.320
Bergan, S. 2021. Academic freedom and institutional autonomy: victims of the Covid-19 pandemic? higher education’s response to the covid-19 pandemic, 215.
Bethke, F.S. and Wolff, J. 2023. Lockdown of expression: civic space restrictions during the COVID-19 pandemic as a response to mass protests. Democratization,1-19. https://doi.org.10.1080/13510347.2023.2209021
Blignaut, S., G. Pheiffer, A. Visser, L. Le Grange, S. Maistry, L. Ramrathan and Simmonds, S. 2022. Belonging, wellbeing and stress with online learning during COVID-19. South African Journal of Higher Education 36 (6): 169-91. https://doi.org/10.20853/36-6-5525.
Cavallo, J. and Forman, H. 2020. The economic impact of the COVID-19: Pandemic on radiology practices. Radiology, 296: 141-44. https://doi.org.10.1148/radio.2020201495
Charoensukmongkol, P. and Puyod, J. V. 2021. Influence of transformational leadership on role ambiguity and work–life balance of Filipino University employees during COVID-19: Does employee involvement matter? International Journal of Leadership in Education, 1-20. https://doi.org.10.1080/13603124.2021.1882701
Creswell, J. W. and Creswell, J. D. 2018. Research design: Qualitative, quantitative, and mixed methods approaches. 5th edition. New York: Sage publications. https://lccn.loc.gov/2017044644
de Boer, H., File, J., Huisman, J., Seeber, M., Vukasovic, M., Westerheijden, D.F., de Boer, H., File, J., Huisman, J., Seeber, M. and Vukasovic, M. 2017. Structural reform in European higher education: An introduction. Policy analysis of structural reforms in Higher Education: processes and outcomes, 1-28.
Dixit, A. and Upadhyay, Y. 2021. Role of JD-R model in up ticking innovative work behaviour among higher education faculty. RAUSP Management Journal, 56(2): 156-169.
Fazal, S., Naz, S., Khan, M.I. and Pedder, D. 2019. Barriers and enablers of women’s academic careers in Pakistan. Asian Journal of Women's Studies, 25(2): 217-238. https://doi.org.10.1080/12259276.2019.1607467
Franco, L. S., Picinin, C. T., Pilatti, L. A. and Franco, A. C. 2021. Work-life balance in Higher Education: A systematic review of the impact on the well-being of teachers. Avaliação e Políticas Públicas em Educação, 29: 691-717. https://doi.org.10.1590/S0104-403620210002903021
García-Cabrera, A.M., Lucia-Casademunt, A.M., Cuéllar-Molina, D. and Padilla-Angulo, L. 2018. Negative work-family/family-work spill over and well-being across Europe in the hospitality industry: The role of perceived supervisor support. Tourism management perspectives, 26: 39-48. https://dx.doi.org.10.1016/j.tmp.2018.01.006
Gigauri, I. 2020. Effects of Covid-19 on Human Resource Management from the perspective of digitalization and work-life-balance. International Journal of Innovative Technologies in Economy, 4(31): 1-10. https://doi.org.10.31435/rsglobal_ijite/30092020/7148
Giorgi, G., Luigi I. L., Federico A., Georgia L. F., Giorgia B., Lucrezia G. L., Giulio A., and Nicola M. 2020. COVID-19-Related Mental Health Effects In The Workplace: A narrative review. International Journal of Environmental Research and Public Health, 17(21): 2-22. https://www.mdpi.com/1660-4601/17/21/7857
Hagenauer, G., Volet, S. E. and Edwards, D. 2021. Profiling academics’ job demands, resources, and stress. Higher Education, 82(2), 263-280. https://doi.org.10.4324/9781003303473
Huisman, J., 2020. Accountability in higher education. In The International Encyclopedia of Higher Education Systems and Institutions, 80-85.
Javier, B. S. 2020. Organizational E-learning readiness in a state university in Northern Philippines: Inputs for refining instructional quality. Test Engineering and Management, 82(1): 5560-5569.
Joseph, S. and Olugbara, O. O. 2018. Evaluation of municipal e-government readiness using structural equation modelling technique. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(1): 1-10. https://doi.org.10.4102/td.v14i1.356
Kallio, T.J., Kallio, K.M., Huusko, M., Pyykko, R. and Kivisto, J. 2022. Balancing accountability and autonomy: the impact and relevance of public steering mechanisms within higher education, Journal of Public Budgeting, Accounting and Financial Management, 34(6): 46-68. https://doi.org/10.1108/JPBAFM-10-2020-0177
Kasymova, S., Place, J.M.S., Billings, D.L. and Aldape, J.D. 2021. Impacts of the COVID‐19 pandemic on the productivity of academics who mother. Gender, Work and Organization, 28: 419-433. https://doi.org.10.1111/gwao.12699
Kinman, G. 2017. Effort-reward imbalance and over-commitment in UK academics. British Journal of Educational Psychology, 87(1):21-38. https://doi.org.10.1080/1360080X.2016.1181884
Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E. and Lewis, K. 2020. Learning during COVID-19: Initial Findings on Students' Reading and Math Achievement and Growth. Brief. NWEA.
Makgahlela, M., T. Mothiba, P. M. Mphekgwana, L. Makhado, M. Selepe, and J. P. Mokwena. 2021. Strategies to improve historically disadvantaged university staff’s wellbeing and administration of academic programmes during COVID-19: A descriptive survey study. South African Journal of Higher Education 35(5): 125-37. https://doi.org/10.20853/35-5-4273
Mostert, K. and Oosthuizen, J. 2010. Reasons and strategies associated with positive interaction between work and home amongst managers: An exploratory study. SA Journal of Industrial Psychology, 36(1): 1-13. https://doi.org.10.4102/sajip.v36i1.877
Mulang, H. 2022. Analysis of The Effect of Organizational Justice, Worklife Balance on Employee Engagement and Turnover Intention. Golden Ratio of Human Resource Management, 2(2): 86-97. https://doi.org.10.52970/grhrm.v2i2.169
Mustapha, N. and Ghee, W. Y. 2013. Examining faculty workload as antecedent of job satisfaction among academic staff of higher public education in Kelantan, Malaysia. Business and Management Horizons, 1(1): 10-16. https://doi.org.10.5296/bmh.v1i1.3205
Mwangi, L., Boinett, C. C., Tumwet, E. and Bowen, D. 2017. Effects of work life balance on employee’s performance in institutions of higher learning. A case study of Kabarak University. Kabarak Journal of Research and Innovation, 4(2): 60-69. https://ojs.kabarak.ac.ke/index.php/kjri/article/view/90
Naicker, E. 2019. Investigating student perceptions on effective use of smartphones for mobile learning. MICT., Durban University of Technology. https://doi.org.10.51415/10321/3347
Nnadozie, R. and P. Chinomona. 2024. Work systems framework for teaching workload model deployment at universities in South Africa. South African Journal of Higher Education 38(3): 64-76. https://doi.org/10.20853/38-3-6362.
Oplatka, I., 2017. Principal workload: Components, determinants and coping strategies in an era of standardization and accountability. Journal of Educational Administration, 55(5): 552-568.
Pacheco, T., Simon C., Christine K., Sophie M., Marina D., Emilie A. and Emily C. 2020. Job security and the promotion of workers’ wellbeing in the midst of the COVID-19 pandemic: A study with Canadian workers one to two weeks after the initiation of social distancing measures. International Journal of Wellbeing, 10(3): 58–76. https://dx.doi.org.10.5502/ijw.v10i3.1321
Park, C., Sugand, K., Nathwani, D., Bhattacharya, R. and Sarraf, K. M. 2021. Impact of the COVID-19 pandemic on orthopaedic trauma workload in a London level 1 trauma center: The “golden month” The Covid emergency related trauma and orthopaedics (COVERT) collaborative, 91(5): 556-561. https://dx.doi.org.10.1136/bmjopen-2021-054919
Pienaar, C. and Bester, C. L. 2020. The retention of academics in the early career phase: Empirical research. SA Journal of Human Resource Management, 6(2): 32-41. https://doi.org.10.4102/sajhrm.v6i2.171
Rodríguez-Rey, R., Garrido-Hernansaiz, H. and Collado, S. 2020. Psychological impact and associated factors during the initial stage of the coronavirus (COVID-19) pandemic among the general population in Spain. Frontiers in psychology, 11:1-23. https://dx.doi.org.10.2139/ssrn.3623949
Schaufeli, W. B. 2017. Applying the job demands-resources model. Organizational Dynamics, 46(2), 120-132. https://dx.doi.org.10.1016/j.orgdyn.2017.04.008
Schaufeli, W. B., Salanova, M., González-Romá, V. and Bakker, A. B. 2002. The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1): 71-92.
Scott, C. 2021. Managing higher education for a changing regulatory environment. Public Administration and Policy, 24(1): 7-20. https://doi.org/10.1108/PAP-10-2020-0045
Semlali, S. and Hassi, A. 2016. Work–life balance: How can we help women IT professionals in Morocco. Journal of Global Responsibility, 7(2): 210-225. https://doi.org.10.1108/JGR-07-2016-0017
Shevlin, M., McBride, O., Murphy, J., Miller, J.G., Hartman, T.K., Levita, L., Mason, L., Martinez, A.P., McKay, R., Stocks, T.V. and Bennett, K.M. 2020. Anxiety, depression, traumatic stress and COVID-19-related anxiety in the UK general population during the COVID-19 pandemic. BJPsych open, 6(6): 1-9. https://doi.org.10.1192%2Fbjo.2020.109
Shoaib, M., Nawal, A., Korsakienė, R., Zámečník, R., Rehman, A.U. and Raišienė, A. G. 2022. Performance of academic staff during COVID-19 pandemic-induced work transformations: An IPO model for stress management. Economies, 10(2): 1-21. https://doi.org.10.3390/economies10020051
Teixeira, P., Biscaia, R. and Rocha, V. 2022. Competition for funding or funding for competition? Analysing the dissemination of performance-based funding in european higher education and its institutional effects. International Journal of Public Administration, 45(2): 94-106. https://doi.org.10.1080/01900692.2021.2003812
Ugwuanyi, C., Okeke, C. I. O. and Shawe, T. G. J. 2021. South African Academics’ Perception of the Impact of Work from Home on Effective Teaching and Learning in Universities. Library Philosophy and Practice (e-Journal), 1-14. https://orcid.org/0000-0003-3046-5266
van de Glind, B. and Gomez‐Baggethun, E. 2023. Reducing academic flying beyond COVID‐19: Drivers, alternatives, and avenues for change. The Geographical Journal, 189(2): 300-313. https://doi.org.10.1111/geoj.12471
Williams, J. 2016. Academic freedom in an age of conformity: Confronting the fear of knowledge. Springer. https://doi.org.10.1057/9781137514790
Wilson, J. M., Jerin L., Holly N., Benjamin O., Baris S. and Natalie J. S. 2020. Job insecurity and financial concern during the COVID-19 Pandemic are associated with worse mental health. Journal of Occupational and Environmental Medicine, 62(9): 686 - 691. https://doi.org.10.1097/jom.0000000000001962
Zhou, X., Centaine L., Louise E., Matthew B., Sisira E., Xuejun B., and Anthony C. S. 2020. The role of telehealth in reducing the mental health burden from COVID-19. Telemedicine and e-Health, 26(4): 377 - 379. https://doi.10.1089/tmj.2020.0068
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Published
2025-08-23
How to Cite
Shange, M., and C. Nyide. 2025. “Academics Well-Being As a Pillar of Institutional Autonomy: A Study on Work-Life Balance in Higher Education Amidst and Post Covid-19”. South African Journal of Higher Education 39 (4):277-95. https://doi.org/10.20853/39-4-7602.
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