Occupational stress in Australian university staff: results from a national survey

By A. Winefield, N. Gillespie, Con Stough, J. Dua, John R. Hapuarachchi, Carolyn M. Boyd. 2003

422 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c3b8a377de4e8a35c2cb8fcd2fd0886d7e447cb0

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In General Health Professions

In Organizational Behavior and Human Resource Management

Citations in the corpus

The Well‐being of the UK Academy, 1998–2004 (2006, result): “Nevertheless, the caseness rate found in the UK university sector compares unfavourably with that reported in a national study of Australian university employees conducted by Winefield et al. (2003).”
Effort-reward imbalance, over-commitment and work-life conflict: testing an expanded model (2008, background): “Indeed, several studies conducted in the UK and other countries provide evidence that university employees encounter particular difficulties in maintaining an acceptable work-life balance (Doyle and Hind, 1998; Winefield et al., 2003).”
A Life Beyond Work? Job Demands, Work-Life Balance, and Wellbeing in UK Academics (2008, background): “In Australia, Winefield et al. (2003) found that the majority of academics surveyed reported conflict between work and home commitments.”
Cognitive appraisal as a mediator in the relationship between stress and burnout (2013, background): “…low salaries compared with other professionals with similar educational backgrounds, higher numbers of untenured contracts, workload, a lack of opportunity for career advancement, and a need to obtain and attract external funding (Jacobs, Tytherleigh, Webb, & Cooper, 2007; Winefield et al., 2003).”
Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction (2020, result): “Previous research has shown that the pressure to attract external funding and the high levels of role conflict between the demands of teaching and research have become the main source of stress among faculty members (Winefield, Boyd, Saebel, & Pignata, 2008; Winefield et al., 2003).”
Impact of Stressors on Employee Performance: Moderating Role of Big Five Traits (2015, background): “Winefield et al. (2003) also reported insufficient time to perform task among the stressors.”
The importance of context specificity in work stress research: A test of the Demand-Control-Support model in academics (2007, background): “The D-C and D-C-S models of work stress suggest that jobs that are highly demanding with little or no control are stressful, whereas those in which there is a high level of autonomy, such as that of the traditional academic, should not be stressful, even if they are demanding ( Winefield, Gillespie,”
Academics job satisfaction and job stress across countries in the changing academic environments (2014, background): “academic job where academics are satisfied with the job itself but, their work environments are getting less favorable under the managerial reforms (e.g., Fredman and Doughney 2012; Houston et al. 2006; Winefield et al. 2003).”
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).”
Burnout in university teaching staff: a systematic literature review (2011, background): “(Winefield et al. 2003; Tytherleigh et al. 2005); staff employed by higher education institutions established before 1992 reported greater stress as a result of job security issues and concerns over achieving a work–life balance.”
Occupational stress in UK higher education institutions: a comparative study of all staff categories (2005, methodology): “Moreover, while one larger-scale study of occupational stress in university staff from seven universities throughout the UK has been carried out (Cross & Carroll, 1990), most of what is currently known about academic stress on a larger scale comes from studies carried out in the USA, New Zealand and”
Work stressors, health and sense of coherence in UK academic employees (2008, background): “Studies conducted in the UK and Australia provide evidence that academic employees report higher levels of psychological distress than many other occupational groups and community samples (Kinman et al., 2006; Winefield et al., 2003).”
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.”