Occupational stress in UK higher education institutions: a comparative study of all staff categories

By M. Tytherleigh, C. Webb, Cary L. Cooper, C. Ricketts. 2005

438 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9647c20cac7ee2b6fae541d520c3a59df3977860

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. S. Rothmann
2. G. Kinman
3. Darren van Laar
4. F. Jones
5. N. Barkhuizen
6. S. Easton
7. Rita Fontinha
8. John Schulz

In Organizational Behavior and Human Resource Management

1. G. Kinman
2. S. Rothmann
3. N. Barkhuizen
4. John Schulz
5. F. Jones
6. Rita Fontinha
7. Zaynab Sabagh
8. K. Machovcová

In Social Psychology

1. G. Kinman
2. S. Rothmann
3. Darren van Laar
4. S. Easton
5. Rita Fontinha
6. N. Barkhuizen
7. John Schulz
8. F. Jones

Citations in the corpus

• Burnout in university teaching staff: a systematic literature review (2011, background): “Comparisons to normative data across the UK workforce revealed not only significantly elevated levels of stress for those in employed in universities but its relationship with reduced autonomy, compromised communication and impaired working relationships (Tytherleigh et al. 2005).”
• Overtime and quality of working life in academics and nonacademics: The role of perceived work-life balance. (2019, background): “increasingly reported increases in teaching loads and fears concerning job security alongside reductions in job satisfaction for academics (Metcalf, Rolfe, Stevens & Weale, 2005; Tytherleigh et al., 2005).”
• Is it time well spent? The relationship between time management behaviours, perceived effectiveness and work‐related morale and distress in a university context (2007, neutral): “workloads and long working hours (Cross & Carroll, 1990; Early, 1994; Daniels & Guppy, 1994a, 1994b; Court, 1996; Jackson & Hayday, 1997; Doyle, 1998; Doyle & Hind, 1998; AUT, 2003; Tytherleigh et al., 2005).”
• Occupational Stress of Academic Staff in South African Higher Education Institutions (2008, background): “However, in contrast to other studies (Gillespie et al., 2001; Tytherleigh et al. 2005), academics did not experience high levels of stress relating to job security.”
• Occupational Stress in Canadian Universities: A National Survey (2010, methodology): “Reports of academic stress were widespread in both samples (Tytherleigh et al., 2005; Winefield et al., 2003).”
• Antecedents, correlates and consequences of faculty burnout (2018, background): “Increase in workload and the often conflicting demands that teaching, research and service place on academics have been found to contribute to faculty distress and burnout (Catano et al. 2010; Rothmann and Barkhuizen 2008; Tytherleigh et al. 2005; Watts and Robertson 2011; Winefield et al. 2003).”
• The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK (2013, background): “The gender balance, age range and tenure of the participants were comparable to Abouserie (1996), Kinman and Jones (2003) and Tytherleigh et al. (2005).”
• Work stressors, health and sense of coherence in UK academic employees (2008, background): “Studies that have been conducted tend to utilise samples of university employees in general and report aggregate findings only (Bradley & Euchus, 1995; Daniels & Guppy, 1994; Tytherleigh et al., 2005).”
• Academics job satisfaction and job stress across countries in the changing academic environments (2014, methodology): “same time because job stress is related to faculty turn over, their performance, and their commitment to their organization (e.g., Catano et al. 2010; Gillespie et al. 2001; Ryan et al. 2012; Tytherleigh et al. 2005; Winefield et al. 2003).”
• Burnout among university faculty: the central role of work–family conflict (2018, background): “The third job demand was job insecurity, which appears to be on the rise among academic faculty, particularly because of the increase in contingent, part-time and fixed-term positions (Kinman et al., 2006; Reevy & Deason, 2014; Tytherleigh et al., 2005).”
• Performance Management in Universities: Effects of the Transition to More Quantitative Measurement Systems (2012, background): “However, although there has been some survey research on occupational stress within universities (see, e.g. Winefield et al., 2003; Tytherleigh et al., 2005; Adriaenssens et al., 2006), it is not clear how the increased attention given to performance measurement is affecting individual academics…”
• 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).”
• Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model (2008, background): “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).”