Pressure Points: A review of research on stressors and strains in UK academics

By G. Kinman. 2001

246 citations recorded by the source corpus.

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In General Health Professions

Citations in the corpus

'Running Up the Down Escalator': Stressors and strains in UK academics (2003, background): “A comprehensive review of research on stressors and strains in academics is beyond the scope of this article (see Kinman, 2001).”
Occupational Stress in Canadian Universities: A National Survey (2010, background): “Our results partially support previous research in suggesting younger academics are subject to more stress and strain (Blix et al., 1994; Gmelch et al., 1984; Kinman, 1996; Kinman, 2001), however, we show that these effects may last well into middle age.”
Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model (2008, background): “…rapid change; . poor leadership and management; and JMP 23,3 240 . poor salary and lack of promotion prospects (e.g. Blix et al., 1994; Thorsen, 1996; Hogan et al., 2002; Fisher, 1994; Abouserie, 1996; Doyle and Hind, 1998; Kinman, 2001; Kinman and Jones, 2003; Tytherleigh et al., 2005).”
Job Satisfaction of Secondary School Teachers (2006, background): “Interestingly, Australian research into job-related stress (Kinman, 2001) found mid-career academics to be most at risk from stress and early-career staff least at risk, thus there may be a relationship between the stress and job satisfaction.”
Occupational stress in Australian university staff: results from a national survey (2003, result): “By contrast, it is somewhat lower than the level reported in a more recent English study (Kinman, 2001).”
Emotional Labour in University Lecturers: Considerations for Higher Education Institutions (2013, background): “Research has already indicated that academic roles are becoming more demanding and stressful and UK higher education is becoming a focus for concern and research on occupational stress (Bradley & Eachus 1995; Kinman 2001).”
A longitudinal test of the job demands-resources model among Australian university academics (2011, methodology): “Previous research (e.g. Gillespie et al., 2001; Kinman, 2001; Winefield et al., 2008; Winefield et al., 2003) has shown that high levels of teaching commitments, the pressure to attract external funding, and high levels of role conflict (e.”
Work organization and mental health problems in PhD students (2017, background): “In addition, there is a body of research, closely related to social support, that shows significant associations between specific leadership styles, levels of stress and well-being (Kinman, 2001; Gillespie et al., 2001; Winefield et al., 2003; Tytherleigh et al., 2005; Biron et al., 2008).”
Occupational stress in UK higher education institutions: a comparative study of all staff categories (2005, result): “Indeed, in comparison to other professions, academic work is ‘somewhat unusual’ (Kinman, 2001) and factors which in other occupational groups have been associated with high levels of stress and/or job dissatisfaction have not shown the same effects in academics.”
Occupational Stress of Academic Staff in South African Higher Education Institutions (2008, background): “Furthermore, stress has been implicated as a causal factor of impaired work performance, decreases in faculty productivity, absenteeism, propensity to leave and higher staff turnover (Kinman, 2001; Taris, Schreurs, & Van Iersel-Van Silfhout, 2001).”
Performance Management in Universities: Effects of the Transition to More Quantitative Measurement Systems (2012, background): “So, despite the explicit performance criteria, which were intended to increase the objectivity and rationality of the systems, the levels of uncertainty and stress have increased (cf. Gillespie et al., 2001; Kinman, 2001; Kinman and Jones, 2003; Winefield et al., 2003; Adriaenssens et al., 2006).”
Occupational stress, ill health and organisational commitment of employees at a university of technology (2009, background): “According to Kinman (2001), research has demonstrated that stressors can have a wide-ranging negative impact on the individual.”
Work stressors, health and sense of coherence in UK academic employees (2008, background): “…keeping up with technology; poor leadership and management; uncompetitive salary and lack of promotion prospects (e.g. Blix et al., 1994; Thorsen, 1996; Hogan, Carlson, & Dua, 2002; Fisher, 1994; Abouserie, 1996; Kinman, 2001; Kinman & Jones, 2003; Tytherleigh, Webb, Cooper, & Ricketts, 2005).”
Workaholism and work–family conflict among university academics (2018, background): “teaching periods combined with increased pressure to publish research results and an expectation that they be more entrepreneurial than before (Egeland and Bergene 2012; Kinman 2001; Kyvik 2013; Teichler et al. 2013; Winefield et al. 2008).”
The importance of context specificity in work stress research: A test of the Demand-Control-Support model in academics (2007, background): “…study, 782 academics employed in UK universities, also indicated that levels of support and resources were decreasing in their institutions (see Kinman, 2001; Kinman & Jones, 2003), a finding that Winefield and Jarrett (2001) also report in their study of academics in an Australian university.”
Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction (2020, result): “In line with this proposition, the results of this study are consistent with previous studies showing that job demands such as work pressure and workload impose psychological strain on UK academic staff (Kinman, 2001).”
Burnout among university faculty: the central role of work–family conflict (2018, background): “…be explained by the fact that younger academics are new to the university environment and therefore have yet to adapt to university structures, roles and expectations (Kinman, 2001), to build their social networks, and generally to establish more influential positions in the university hierarchy.”