Occupational stress in UK higher education institutions: a comparative study of all staff categories (original) (raw)

2005, Higher Education Research & Development

are frequently reported by academic staff in both UK and overseas universities. Excessive administrative work (Kinman, 1998), lack of promotion opportunities (Kinman, 1996); inadequate salaries (Daniels & Guppy, 1994a, b); role ambiguity (Winter & Sarros, 2002); diminishing resources, increased teaching loads and student:staff ratios; pressure to attract external funds, job insecurity; poor management; and lack of recognition and reward (Winefield et al., 2003) have also been reported. Nonacademic general university staff also reported job insecurity and lack of promotion opportunities. Differences in occupational stress have also been identified according to category of employee, functional role and university type. In their study of 17 Australian universities, Winefield et al. (2003) investigated the effects of occupational stress in five categories of academic staff (research only; teaching only; teaching and research; Heads of Department; and Deans or above) and four categories of 'general' staff (professionals-e.g. accountants, clerical/administrative and technical, and service-e.g. cleaners, security and hospitality). A comparison of the mean scores for 11 work measures and negative affectivity by category of employee found that job satisfaction was low in academic staff (relative to other occupational groups), but at average levels for general staff. Moreover, while most academic staff reported being dissatisfied with university management, hours of work, industrial relations, chance of promotion and rates of pay, most general staff were only dissatisfied with lack of promotion opportunities. Winefield et al. also found differences according to functional role between academic and general categories. In particular, academics and professionals reported higher levels of work pressure and work-home conflict compared to clerical/administrative, technical and service staff. However, academics and professionals also reported significantly higher levels of job satisfaction compared to technical and service staff. In contrast, service and technical staff reported higher levels of job insecurity compared to professionals and clerical/administrative staff. Winefield et al. further divided the universities into four main categories to compare mean scores by university type. Old universities were those established between 1853 and 1911, Middle universities were those established between 1954 and 1974, New universities comprised former Colleges of Advanced Education established between