Burning Out Faculty at Doctoral Research Universities
Miguel A Padilla1, Julia N Thompson1
1250 Mills Godwin Building, Department of Psychology, Old Dominion University, Norfolk, VA, USA.
Summary
Faculty burnout is significantly influenced by how time is managed, perceived pressure, and reduced support. Grantsmanship and service demands are key contributors to faculty burnout, impacting well-being.
Area of Science:
- Social Sciences
- Psychology
- Higher Education Studies
Background:
- Faculty burnout is a growing concern in higher education.
- Understanding the multifaceted determinants of faculty burnout is crucial for institutional support.
- Previous research has explored individual factors, but a comprehensive view integrating time, pressure, and support is needed.
Purpose of the Study:
- To investigate the combined impact of time allocation, perceived pressure, and social support on faculty burnout.
- To identify specific academic activities and personal time factors most strongly associated with burnout.
- To provide evidence-based insights for developing effective institutional policies to mitigate faculty burnout.
Main Methods:
- A quantitative study was conducted with a large sample of 1439 university faculty members.
- Data were collected on time allocation, perceived pressure, social support (including family, sleep, and leisure time), and burnout levels.
- Statistical analyses were employed to determine the relationships between these variables and faculty burnout.
Main Results:
- Time allocation variables and perceived pressure were significant contributors to faculty burnout.
- Decreased social support, family time, sleep, and leisure time correlated with increased burnout.
- Grantsmanship and service activities emerged as the most critical factors associated with faculty burnout.
Conclusions:
- Time management, pressure, and support systems are vital determinants of faculty burnout.
- Institutional policies should address the demands of grantsmanship and service activities.
- Further research and targeted interventions are necessary to support faculty well-being and prevent burnout.
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