The impact of working in academia on researchers' mental health and well-being: A systematic review and qualitative meta-synthesis

Are profiles of job insecurity associated with health-related indicators among faculty in Swedish academia?

Job insecurity is a work stressor associated with various health-related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well-being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well-being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well-being, and work-family conflict among faculty in Sweden. Self-reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health-related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality-concerned (n = 406), the insecure; employment-concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health-related indicators.

Personality and emotional intelligence of researchers: The importance of affects

Researchers, who play a crucial role in knowledge production, deal with various emotions in their challenging work environment. Their personality might affect how well they manage their emotions, but their moods could help counteract these effects. This study aims to investigate whether researchers' moods influence the connection between their personality and emotional intelligence. 7,463 Spanish researchers replied to an online survey. Responses analysed through partial least squares structural equation modelling show significant positive relationships between the big five personality traits (openness to experience, conscientiousness, extraversion, agreeableness and emotional stability) and emotional intelligence. In addition, positive affect positively mediates the relationships between each of the personality traits and emotional intelligence, and negative affect mediates the same relationships but negatively. The importance of managing emotional states to regulate emotional experiences in the work of researchers is discussed.

The challenges of open data sharing for qualitative researchers

'Open Science' advocates for open access to scientific research, as well as sharing data, analysis plans and code in order to enable replication of results. However, these requirements typically fail to account for methodological differences between quantitative and qualitative research, and serious ethical problems are raised by the suggestion that full qualitative datasets can or should be published alongside qualitative research papers. Aside from important ethical concerns, the idea of sharing qualitative data in order to enable replication is conceptually at odds with the underpinnings on most qualitative methodologies, which highlight the importance of the unique interpretative function of the researcher. The question of whether secondary analysis of qualitative data is acceptable is key, and in this commentary we argue that there are good conceptual, ethical and economic reasons to consider how funders, researchers and publishers can make better use of existing data.

Equity and inclusivity in the faculty ranks: Our experience with a clinical track

BACKGROUND

The evolution of nursing education requires a combination of strong academic faculty and expert clinicians. Different professional growth and development pathways are necessary to build a robust faculty with clinical and research expertise. Some schools have implemented a formal clinical track (CT) to complement the traditional tenure track for the professional advancement of CT.

METHODS

The article presents a case example of how one institution maintains and advances a strong CT using the Kotter Change Model and discusses future directions.

RESULTS

The school's infrastructure for promotion, which follows a similar structure and guidelines as Tenure Track (TT) Promotion and Tenure Guidelines, has led to an increase in the school's scholarly productivity among CT faculty across ranks. Increasing poster and podium presentations as well as publications to a national and international audience results in greater reach and improved reputation for the school, both nationally and internationally.

CONCLUSIONS

While there is still work to be done to advance equity and inclusion for nursing CTs, developing and maintaining a CT with system-level structures holds significant value and provides a clear path to promotion, invests in clinical scholarship, and includes clinical faculty as full citizens in academia.

Screening the health status of people working in a university

BACKGROUND

We aimed to evaluate the physical and mental well being of people working in our academic institution.

METHODS

This online survey targeted professors ( n  = 108), researchers ( n  = 78), technical and administrative staff ( n  = 279) working in the Scuola Superiore Sant'Anna (Pisa, Italy). Twenty-four multiple-choice questions explored the physical and mental health status, the main cardiovascular risk factors and levels of physical activity, the risk of cancer, and eating and drinking habits.

RESULTS

Over 1 week, 112 participants out of 465 (24%) completed the survey [69% women, median age 43 years (interquartile range 33-53)]. The physical and mental health were judged as 'poor' by 5% and 13%. Many individuals had at least one cardiovascular risk factor (diabetes, 4%; hypertension, 10%; family history of coronary artery disease before 40 years, 21%; hypercholesterolemia, 24%; current or former smoking habit, 39%), and 6% had all of them. Many participants were rather sedentary: for example, 44% never or hardly ever walked at a quick pace for ≥20 min. As for eating and drinking habits, 36% ate sweets five or six times a week or every day, 15% drank beer and/or wine at least five or six times a week, and 5% drank spirits three or four times a week.

CONCLUSIONS

A small but not negligeable proportion of responders complained of 'poor' health, and 65% had at least one cardiovascular risk factor. The global levels of physical activity and eating and drinking habits were globally suboptimal. Educational and screening activities to improve the wellbeing of people working in academia are advisable.

Workaholism, work engagement, and burnout among academics in Montenegro: A psychometric network approach

BACKGROUND

The academic environment is known for its high demands in research, teaching, and administration, that along with increasing publish or perish culture can lead to reduced psychological well-being and mental health issues.

OBJECTIVE

This study aimed to investigate the associations between workaholism, work engagement, and burnout among academics in Montenegro.

METHODS

A cross-sectional design was used to develop anonymous online survey. Data was collected from 131 participants employed as teaching and research staff at public and private universities. To measure the variables of interest we used: ultra-short Utrecht Work Engagement Scale (UWES-3), the work-related burnout subscale from the Copenhagen Burnout Inventory (CBI-7) and the Dutch Work Addiction Scale (DUWAS-10). Psychometric network analysis was employed to examine the relationships among variables.

RESULTS

The findings revealed two distinct clusters: the first containing the dimensions of work engagement and the second containing burnout and the dimensions of workaholism. The two clusters were connected with the dimensions of dedication - burnout having the strongest edge (-0.25 and -0.40). In the cross-sample network the strongest connection was burnout -working excessively (.35). No significant differences in network density (0.80 (12/15 edges)) and global strength (p = 0.159) in the networks of public and private universities were found.

CONCLUSION

Results of the network centrality and the edge strength analyses suggest that the interventions focused at increasing dedication while not fostering a work environment that encourages working excessively might be the key to preventing and reducing burnout in academia across contexts of public and private universities.

Experience of irreproducibility as a risk factor for poor mental health in biomedical science doctoral students: A survey and interview-based study

High rates of irreproducibility and of poor mental health in graduate students have been reported in the biomedical sciences in the past ten years, but to date, little research has investigated whether these two trends interact. In this study, we ask whether the experience of failing to replicate an expected finding impacts graduate students' mental health. Using an online survey paired with semi-structured qualitative interviews, we examined how often biomedical science doctoral students at a large American public university experienced events that could be interpreted as failures to replicate and how they responded to these experiences. We found that almost all participants had experience with irreproducibility: 84% had failed to replicate their own results, 70% had failed to replicate a colleague's finding, and 58% had failed to replicate a result from the published literature. Participants reported feelings of self-doubt, frustration, and depression while experiencing irreproducibility, and in 24% of cases, these emotional responses were strong enough to interfere with participants' eating, sleeping, or ability to work. A majority (82%) of participants initially believed that the anomalous results could be attributed to their own error. However, after further experimentation, most participants concluded that the original result was wrong (38%), that there was a key difference between the original experiment and their own (17%), or that there was a problem with the protocol (17%). These results suggest that biomedical science graduate students may be biased towards initially interpreting failures to replicate as indicative of a lack of skill, which may trigger or perpetuate feelings of anxiety, depression, or impostorism.

"Fix the system … the people who are in it are not the ones that are broken" A qualitative study exploring UK academic researchers' views on support at work

Recent evidence suggests that it remains difficult for academic researchers to preserve global well-being when working in the UK higher education sector. Our study aimed to explore academic researchers' perspectives on how they feel their mental health and well-being could be better supported within the UK higher education system. Using a combination of semi-structured and narrative interviewing techniques, we gathered the perspectives of 26 researchers. Narrative and reflexive thematic analysis were then used on the data collected. Our findings highlight the need to tackle systemic issues such job insecurity and unrealistically high workloads, given the risk they can pose to researchers' mental health and well-being. Our findings also highlight the key influence of managers and supervisors in creating a supportive environment, and the importance of going beyond what support is offered. That is, it is vital to effectively promote any existing or emerging support systems, and to be proactive in offering this support. Given the diversity identified in researchers' individual situations, it is important that support is flexible and takes into consideration individual requirements and preferences. Higher education authorities and institutions need to determine how they can foster a healthy, caring environment for researchers working in this sector going forwards.

An in-depth exploration of researcher experiences of time and effort involved in health and social care research funding in the UK: The need for changes

The need to reform the way in which research is undertaken is clear, with reducing research bureaucracy and waste at the forefront of this issue for the UK government, funding organisations, higher education institutions and wider research community. The aim of this study was to describe researchers' experiences of the time, effort and burden involved in funding processes-namely applying for research funding and fulfilling reporting requirements. This was an in-depth qualitative study using semi-structured interviews with researchers who had experience applying for funding and/or completing reporting requirements for a UK health and social care research funder between January 2018 and June 2021. Following thematic analysis, five key themes were identified describing researcher experiences of key issues around time, efforts and burden associated with funding processes. These themes encompassed (1) issues with the current funding model for health and social care research, (2) time and effort involved in funding processes, (3) the need for a streamlined end-to-end process, (4) implications for work-life balance, and (5) addressing the need for better support and communication. The findings from this study describe researcher experiences of tasks in the research pathway that currently take considerable time and effort. It was clear that whilst some of this time and effort is considered necessary, some is exacerbated by inefficient and ineffective processes, such as perceived under-funding of research or lack of clarity with regards to funder expectations. This in turn contributes to unnecessary researcher burden, research waste and negative research culture. Better investment in health and social care research and in the researchers themselves who design and deliver the research, alongside improvements in transparency, streamlining and research support could ensure a more positive research culture, and improve the quality of funded research.

Well-being grants in an academic medical center: A case example

Academic medical centers (AMCs) rely on engaged and motivated faculty for their success. Significant burnout among clinical and research faculty has resulted in career disengagement and turnover. As such, AMCs must be vested in cultivating faculty engagement and well-being through novel initiatives that support faculty. The Well-Being Education Grants program was established by the Office for Well-Being within the Center for Faculty Development at Massachusetts General Hospital to provide the impetus many faculty needed to dedicate time to their well-being, demonstrating that investments in multi-component interventions around faculty well-being require resources and funding.

Ten simple rules for a mom-friendly Academia

Women (and all gender-discriminated people) are underrepresented in science, especially in leadership positions and higher stages of the scientific career. One of the main causes of career abandonment by women is maternity, with many women leaving Academia after having their first child because of the career penalties associated with motherhood. Thus, more actions to help scientific moms to balance family and academic work are urgently needed to increase representation of women and other gender discriminated people in Academia. Besides mothers, these rules may also benefit other groups such as mothers-to-be, fathers, caregivers, and women in general. Increasing women representation in science, including mothers, is critical because equality is a fundamental right, and because more diverse working environments are more productive and get to more optimal solutions. Here, we describe 10 simple rules that can be adopted in Academia to halt the abandonment of scientific careers by women after motherhood. We strongly encourage their implementation to increase gender diversity and equality in science.

"How is your thesis going?"-Ph.D. students' perspectives on mental health and stress in academia

Mental health issues among Ph.D. students are prevalent and on the rise, with multiple studies showing that Ph.D. students are more likely to experience symptoms of mental health-related issues than the general population. However, the data is still sparse. This study aims to investigate the mental health of 589 Ph.D. students at a public university in Germany using a mixed quantitative and qualitative approach. We administered a web-based self-report questionnaire to gather data on the mental health status, investigated mental illnesses such as depression and anxiety, and potential areas for improvement of the mental health and well-being of Ph.D. students. Our results revealed that one-third of the participants were above the cut-off for depression and that factors such as perceived stress and self-doubt were prominent predictors of the mental health status of Ph.D. students. Additionally, we found job insecurity and low job satisfaction to be predictors of stress and anxiety. Many participants in our study reported working more than full-time while being employed part-time. Importantly, deficient supervision was found to have a negative effect on Ph.D. students' mental health. The study's results are in line with those of earlier investigations of mental health in academia, which likewise reveal significant levels of depression and anxiety among Ph.D. students. Overall, the findings provide a greater knowledge of the underlying reasons and potential interventions required for advancing the mental health problems experienced by Ph.D. students. The results of this research can guide the development of effective strategies to support the mental health of Ph.D. students.

Barriers to equality, diversity and inclusion in research and academia stubbornly persist. So, what are we doing about it?

Despite an appetite for change, equality, diversity and inclusivity (EDI)-related issues continue to ripple through the world of research and academia, from inequity at the point of entry into education, through to lack of diversity and equality in senior roles. Many academic institutes and governments are taking action to solve these issues, and we welcome the growing number of inclusive practices in the science communication arena. Building from this, we - at the University of Sheffield, UK - have assessed our own situation, responded to pressures applied by research councils, and listened to our staff and student voice. Our new 'One University' initiative puts EDI on a par with research, innovation and education as a core university priority, and our Gender, Disability and Race Action Plans allow us to make measurable and impactful changes. Tackling EDI issues needs a collaborative approach, action at an institutional- or sector-wide level and clear commitment from senior leaders.

"My Cross-Border PhD Journey": A Qualitative Study on the Educational and Life Challenges of Mainland Chinese PhD Students in Hong Kong

PhD students' poor mental health has been increasingly concerning. However, challenges among PhD students studying aboard are understudied. The Educational and Life Transitions (ELT) model postulates that international PhD students are subject to both academic and acculturative stressors; however, relevant research is limited in the Chinese context. We examined mainland Chinese PhD students' study and living experiences in Hong Kong using a qualitative approach. Through purposive sampling, 37 mainland Chinese PhD students in different disciplines from public-funded universities in Hong Kong were recruited to participate in online focus group interviews (December 2020-February 2021). The interviews were analyzed using the framework analysis method. Ten themes of academic/acculturative stressors were identified. The academic stressors included: (1) high expectations from the supervisors; (2) emphasis on self-discipline as PhD students; (3) peer comparison in academia; (4) difficulties shifting research directions/academic disciplines; (5) uncertainties about future career. The acculturative stressors included: (1) differences in the political environment; (2) language barriers; (3) difficulties living in Hong Kong; (4) limited social interaction with others; (5) local people's discriminatory behaviors. This study sheds light on the stressors experienced by mainland Chinese PhD students in Hong Kong. To better address those students' academic and acculturative stressors, cross-cultural training and additional support from supervisors/the university could be provided.

A rapid review of challenges and opportunities related to diversity and inclusion as experienced by early and mid-career academics in the medicine, dentistry and health sciences fields

BACKGROUND

Early- and mid-career academics in medicine, dentistry and health sciences are integral to research, education and advancement of clinical professions, yet experience significant illbeing, high attrition and limited advancement opportunities.

OBJECTIVES

Identify and synthesise published research investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences disciplines.

DESIGN

Rapid review.

DATA SOURCES

OVID Medline, Embase, APA PsycInfo, CINAHL and Scopus.

METHODS

We systematically searched for peer reviewed published articles within the last five years, investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences. We screened and appraised articles, then extracted and synthesised data.

RESULTS

Database searches identified 1162 articles, 11 met inclusion criteria. Studies varied in quality, primarily reporting concepts encompassed by professional identity. There were limited findings relating to social identity, with sexual orientation and disability being a particularly notable absence, and few findings relating to inclusion. Job insecurity, limited opportunities for advancement or professional development, and a sense of being undervalued in the workplace were evident for these academics.

CONCLUSIONS

Our review identified overlap between academic models of wellbeing and key opportunities to foster inclusion. Challenges to professional identity such as job insecurity can contribute to development of illbeing. Future interventions to improve wellbeing in academia for early- and mid-career academics in these fields should consider addressing their social and professional identity, and foster their inclusion within the academic community.

REGISTRATION

Open Science Framework ( https://doi.org/10.17605/OSF.IO/SA4HX ).