'Running Up the Down Escalator': Stressors and strains in UK academics

By G. Kinman, F. Jones. 2003

190 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/a59e6476ab3ddebdf7d85920e7f9e87d99961e58

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

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.”
A Life Beyond Work? Job Demands, Work-Life Balance, and Wellbeing in UK Academics (2008, background): “In 1998, a national study of 650 lecturers and researchers working in UK universities examined perceptions of the recent changes in the sector, together with the job characteristics and working conditions that were considered to be the most demanding (Kinman, 1998; Kinman & Jones, 2003).”
JOB DEMANDS, JOB RESOURCES AND WORK ENGAGEMENT OF ACADEMIC STAFF IN SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS (2006, unknown): “Kinman and Jones (2003) also pointed out that academics thrive on the fact that their work is stressful.”
Occupational stress in UK higher education institutions: a comparative study of all staff categories (2005, background): “However, since 1982, ‘British Higher Education has undergone a more profound re-orientation than any other system in industrial societies’ (Trow, 1994, p. 11), and Kinman and Jones (2003) states that this trend has continued.”
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).”
The Well‐being of the UK Academy, 1998–2004 (2006, background): “In 1998 a survey of employees in UK universities examined perceptions of the recent changes in the sector, together with the job characteristics and working conditions that were considered to be most demanding (Kinman, 1998 ; Kinman & Jones, 2003 ).”
Occupational Stress of Academic Staff in South African Higher Education Institutions (2008, background): “More seriously, both work overload and work-life imbalance have been related to low psychological well-being among academics (Daniels & Guppy, 1994; Kinman & Jones, 2003; Winefield et al., 2002).”
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): “While other researchers have reported similar ideas (Kinman & Jones, 2003; Winter et al., 2000), the emergence of specific roles with specific climates is reasonably speculative and requires more focused study.”
Work organization and mental health problems in PhD students (2017, background): “As in other settings, work-home conflict in the university sector has also shown particularly strong relations with psychological distress (Kinman and Jones, 2003; Kinman et al., 2006).”
Work stressors, health and sense of coherence in UK academic employees (2008, background): “Several reasons could be provided for the increased levels of stress in UK universities, such as: expanded student numbers; diversification of modes of delivery; restructuring and mergers; increased demands for efficiency and accountability; increased commercialisation; reductions in funding; and th”
Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model (2008, background): “…of UK universities generally perceive their jobs as having become increasingly more demanding as a result of expanded student numbers, restructuring and mergers, increased commercialisation, enhanced external scrutiny and reductions in funding (Kinman and Jones, 2003, Kinman et al., 2006).”
Job stress, wellbeing, work-life balance and work-life conflict among Australian academics (2012, background): “Like other organisations, these tend to be aimed at flexible working arrangements (Reiter, 2007) and stress management techniques (Kinman & Jones, 2003) but academics need to be proactive in utilising these initiatives.”