by Dana E. Boccio
It is no secret to members of the professoriate that working in academia can result in high levels of stress and professional burnout. While popular perceptions of the job often reflect the notion that professors live a stress-free life (see, for example, the 2013 Forbes article that infuriated academics), employment at institutions of higher education is associated with an elevated risk of emotional exhaustion and poor psychological well-being. A 2010 literature review examining the three components of burnout (i.e., depletion of emotional reserves, a cynical approach toward others, and work-related dissatisfaction) among university teaching staff found that faculty burnout was comparable to the experiences of school teachers and healthcare professionals. Workplace stress is often more intense for untenured faculty members, due to the precariousness of their status and increased vulnerability to possible exploitation. Interestingly, a 2014 study of non-tenure-track faculty revealed that organizational commitment and identity were associated with greater perceptions of workplace stress and higher levels of anxiety. Considering that many academics identify with their work and derive a strong sense of pride from their accomplishments, the finding that these tendencies may be damaging to faculty’s well-being is especially alarming.
The work of university faculty is a labor of love, but it is a demanding sort of love. The pressures of teaching, preparing lectures, advising, mentoring, publishing, presenting at conferences, pursuing grant funding, serving on committees, assisting with accreditation efforts, etc. can make establishing a work-life balance extremely challenging. While life in academe can be highly rewarding and affords a great deal of freedom, autonomy, and flexibility, those work characteristics can also contribute to feelings of being over-committed and, eventually, to burnout. There are certain clear-cut obligations and unambiguous responsibilities that come along being a faculty member. At the same time, there are other duties that appear to be more voluntary and self-imposed – and yet, they often don’t feel that way. An associate professor at Pennsylvania State University, Katherine Bodovski, in her 2018 piece entitled, Why I Collapsed on the Job, articulates this tension well. She argues that “requests in academe rarely come in the shape of cold demands; they come tightly wrapped in appreciation. Students enjoyed taking my courses, therefore they want me to serve on their graduate committees. Journal editors value my professional opinion, hence the requests to review manuscripts.” How can a person say no? In some cases, failure to decline does a disservice to faculty members, not only in the immediate sense, but also long-term. For example, it is not uncommon for universities to limit course offerings and cut sections based on financial calculations. When a professor agrees to a student’s request for an independent study because a course needed for the major is not being offered prior to the student’s expected graduation date, the professor has unintentionally reinforced this institutional practice. Students should be encouraged to express their concerns to administration so that those in charge are made aware of issues that need to be addressed more systematically. Obviously, there are times when it will be necessary to remain flexible and open to compromise. However, when working in an environment in which one is increasingly asked to do more with less, saying yes to too many requests can have negative physical and psychological consequences.
There are a number of actions that faculty can adopt to minimize work-related stress, prevent burnout, and enhance their own well-being:
Learn how to say no and set limits. While this is easier said than done (especially for untenured faculty), it’s important to remember that happy and healthy faculty members are more creative, productive, and engaged. It’s hard to imagine that excessive stress does not take a toll on one’s effectiveness as an educator and scholar. Thus, carefully examine your work commitments and consider if all of them are absolutely necessary. Moreover, every time you consider adding something to your plate, ask yourself, what are you sacrificing to make room for this new responsibility?
Ask for clear expectations. Ambiguity in role expectations and criteria for reappointment, tenure, and promotion can contribute to elevated levels of stress. Reaching out to deans and chairs in order to obtain explicit and specific guidance regarding teaching, research, and service expectations may serve to reduce anxiety and risk of burnout.
Cultivate a healthy work-life balance. It can be difficult to establish a clear division between work and home life when working in academia. Answering emails late at night is standard practice for many in the profession. This is exacerbated by what Gooblar refers to as “the prisoner of love” problem – i.e., professors who love what they do are easier to exploit. It’s critically important to unplug and take time to engage in leisure activities. Reserve uninterrupted time for yourself, your friends, and your family without feeling guilty. Self-care is more than a mantra – it’s a commitment to prioritizing your well-being.
Recognize that your identity as a person is more than your professional identity and institutional affiliation. While it’s normal to derive pleasure from professional accomplishments, those in academia are especially at risk for establishing an identity that is defined heavily by their work-related goals and achievements. This can result in self-imposed high expectations that contribute to heightened stress and anxiety. A healthier perspective involves understanding that, simply put, you are more than your job.
Familiarize yourself with the Collective Bargaining Agreement (CBA) and contact the AAUP with questions and concerns. An under-utilized, yet potentially effective, defense against excessive stress and burnout involves knowing your rights and the limits of your professional obligations. The Adelphi Chapter of the AAUP has tirelessly advocated for the rights of the professoriate in order to enhance the quality of life for full-time and adjunct faculty. Through their diligent efforts, the AAUP has secured reasonable teaching workload requirements; provisions for release time to engage in research and creative work; compensation for independent study, supervision activities, and dissertation mentorship, family-friendly leave policies; and medical insurance options that cover mental health services (which can be especially helpful in combatting stress and burnout). Acquaint yourself with the provisions of the CBA and reach out to your AAUP representative if you have any questions.
Remember, the union is here to support you, whether it’s by providing you with information regarding the reappointment process or helping you navigate grievance procedures. Please don’t hesitate to contact us!