A Qualitative Analysis of Areas of Work-Life That Lead to Burnout and Desired Institutional Support Among Higher Education Health Science Faculty

Abstract

Background:

Educators are tasked with preparing the next generation of professionals. The COVID-19 global pandemic added another dimension of responsibilities to the faculty in health-related fields. Educators in these areas may have experienced additional role strain as a result of impacts related to the pandemic in both the clinical and academic settings; however, very little is understood about the perceptions these faculty have regarding the extent to which this type of strain contributed to feelings of burnout or wellness imbalance. The purpose of this study was to investigate the potential reasons for perceived burnout and poor well-being among full-time health-science faculty at one institution.

Methods:

This explanatory sequential design utilized qualitative data from a mixed-methods approach utilizing a validated survey tool. The survey was distributed via a web-based platform to 117 full-time faculty within the College of Health Sciences at a mid-sized, four-year institution. Qualitative data from two questions were categorized and analyzed to identify major themes regarding work-life imbalance which may have contributed to the occurrence of burnout.

Results:

Responses indicated that most faculty are experiencing moderate to high levels of burnout. Main themes identified included high levels of stress related to a mismatch of values regarding autonomy, displacement of community, and heightened workload requirements. These issues were compounded by increased demands from students, a lack of communication between colleagues and administration, and a perceived lack of support from the university. Institutions can allay feelings of burnout by increasing support; specifically, reduced workloads, time off from work with no communication, dedicated meeting-free days, and/or permanent flex or work-from-home options. Opportunities for institutional support of employee-wellness included confidential faculty support/therapy groups, time management tips, free access to the recreation center, increased hours for dedicated wellness activities each week, and available childcare.

Conclusions:

Although the perceived mismatch in prioritized values between the institution and faculty is a multifaceted issue; the loss of autonomy due to the effects of the COVID-19 pandemic likely influenced feelings of both burnout and faculty wellness. It is clear that to address faculty burnout, institutions of higher education must allocate resources to support faculty wellness and retention.