Strategies to Attain Faculty Work-Life Balance | Zendy

Joan M. Owens | Zendy; Carol Kottwitz | Zendy; Jane A. Tiedt | Zendy; Jeffery Ramirez | Zendy

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Strategies to Attain Faculty Work-Life Balance

Author(s) -

Joan M. Owens,

Carol Kottwitz,

Jane A. Tiedt,

Jeffery Ramirez

Publication year - 2018

Publication title -

building healthy academic communities journal

Language(s) - English

Resource type - Journals

ISSN - 2573-7643

DOI - 10.18061/bhac.v2i2.6544

Subject(s) - cognitive dissonance , work–life balance , balance (ability) , work (physics) , psychology , modalities , burnout , affect (linguistics) , mindfulness , cognition , medical education , applied psychology , social psychology , sociology , medicine , clinical psychology , engineering , social science , mechanical engineering , communication , neuroscience

Background: Achieving work-life balance can be a challenge for academic faculty members. The multifaceted demands and expectations of the role can affect faculty satisfaction and the ability to attain work-life balance. The ever-changing trends in higher education, including technology and online education modalities provide additional factors that can inhibit faculty satisfaction and work-life balance. Aims: This paper explores barriers to achieving work-life balance such as cognitive dissonance, emotional dissonance and burnout. Understanding barriers is essential to developing strategies to promote work-life balance. Methods: An integrated review of the literature on life balance of academic faculty in all disciplines using multiple online databases. Conclusion: Strategies, organized around mentoring and self-care, include promoting physical health, connecting socially, and practicing mindfulness as a cognitive approach can help counteract work-place stressors and help in achieving work-life balance.

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