TY - JOUR
T1 - University teachers’ well-being during a pandemic
T2 - the experiences of five academics
AU - Creely, Edwin
AU - Laletas, Stella
AU - Fernandes, Venesser
AU - Subban, Pearl
AU - Southcott, Jane
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work from home has placed unique demands on academics, including adapting to working entirely on ascreen and adjusting their work/life balance. Despite much anecdotal evidence that the well-being of academics is being adversely affected during this global pandemic, there is currently little published research about this issue. As five academics who work in an education faculty at an Australian university, we present our collaborative autoethnographic reflections of this time. We share these experiences of being academics in 2020 through curated narrative vignettes, with analysis of the meaning of these vignettes. Employing aphenomenological approach, we craft understandings of our experiences and explore the immediate world of these experiences, constituted in our practices as academics and our personal lives in this challenging time of unexpected change. We note the phenomenon of feeling unsettled, distracted, overwhelmed and lacking focus, and being conflicted between various roles.
AB - The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work from home has placed unique demands on academics, including adapting to working entirely on ascreen and adjusting their work/life balance. Despite much anecdotal evidence that the well-being of academics is being adversely affected during this global pandemic, there is currently little published research about this issue. As five academics who work in an education faculty at an Australian university, we present our collaborative autoethnographic reflections of this time. We share these experiences of being academics in 2020 through curated narrative vignettes, with analysis of the meaning of these vignettes. Employing aphenomenological approach, we craft understandings of our experiences and explore the immediate world of these experiences, constituted in our practices as academics and our personal lives in this challenging time of unexpected change. We note the phenomenon of feeling unsettled, distracted, overwhelmed and lacking focus, and being conflicted between various roles.
KW - academics
KW - collaborative autoethnography
KW - COVID-19
KW - pandemic
KW - phenomenological analysis
KW - well-being
KW - work/life balance
UR - http://www.scopus.com/inward/record.url?scp=85127632212&partnerID=8YFLogxK
U2 - 10.1080/02671522.2021.1941214
DO - 10.1080/02671522.2021.1941214
M3 - Article
AN - SCOPUS:85127632212
VL - 37
SP - 1241
EP - 1262
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
IS - 6
ER -