Skip to main content
SpringerLink
Log in

An Analysis of Studies on the Wellbeing of Law Teachers in the UK and Australia in 2020 Using the Lens of Seven Psychosocial Hazards of Academic Work

  • Chapter
  • First Online:
Wellbeing and the Legal Academy

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

  • 164 Accesses

Abstract

The wellbeing of academics in higher education has come under greater scrutiny in recent times as a matter of concern. Studies conducted in various countries around the world have established ‘evidence that academic staff in particular experience significant levels of stress from various aspects of their work’. In 2022, Wray and Kinman published an analysis of the psychosocial hazards that academic staff working in universities in the UK experienced using data from three waves of a national survey of academic staff from 2008, 2012 and 2014. The study employed a risk assessment framework developed by the Health and Safety Executive (HSE) which was used to measure the following seven key psychosocial hazards: demands, control, support from managers and colleagues, relationships, role and change management. This chapter considers the results of studies conducted in 2020 in the UK and Australia exploring the quality of the working life of law teachers. Applying the lens of the psychosocial hazards discussed in Wray and Kinman’s article, we examine some of the key workplace challenges identified in our data concerning barriers to achieving a high quality of working life in the legal academy. Our recommendations highlight the significance of senior management who balance the needs of the institution with the psychological health of staff.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    Culture was omitted subsequently since it was considered to be an aspect of each of the six factors.

References

  • Ashworth, P., & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295–308.

    Google Scholar 

  • Baik, C. et al. (2016). Enhancing student wellbeing. http://unistudentwellbeing.edu.au/.

  • Barnard, A., McCosker, H., & Gerber, R. (1999). Phenomenography: A qualitative research approach for exploring understanding in health care. Qualitative Health Research, 9(2), 212–226.

    Article  PubMed  Google Scholar 

  • Barkhuizen, N., & Rothmann, S. (2008). Occupational stress of academic staff in South African Higher Education institutions. South African Journal of Psychology, 38(2), 321–336. https://doi.org/10.1177/2F008124630803800205.

  • Bennett, D., Roberts, L., Ananthram, S., & Broughton, M. (2018). What is required to develop career pathways for teaching academics? Higher Education, 75(2), 271–286. https://doi.org/10.1007/s10734-017-0138-9.

    Article  Google Scholar 

  • Bentley, P. J., & Kyvik, S. (2012). Academic work from a comparative perspective: A survey of faculty working time across 13 countries. Higher Education, 63(4), 529–547. https://doi.org/10.1007/s10734-011-9457-4.

    Article  Google Scholar 

  • Biron, C., Brun, J. P., & Ivers, H. (2008). Extent and sources of occupational stress in university staff. Work, 30(4), 511–522.

    PubMed  Google Scholar 

  • Boyd, C. M., Bakker, A. B., Pignata, A., Winefield, A., Gillespie, N., & Stough, C. (2011). A longitudinal test of the job demands-resources model among Australian university academics. Applied Psychology, 60(1), 112–140. https://doi.org/10.1111/j.1464-0597.2010.00429.x.

    Article  Google Scholar 

  • Carter, M. A., & Goldie, D. (2018). Potential enablers of mental health and wellness for those teaching in tertiary education. International Journal of Innovation, Creativity and Change, 4(2), 3–20.

    Google Scholar 

  • Catano, V., Francis, L., Haines, T., Kirpalani, H., Shannon, H., Stringer, B., & Lozanzki, L. (2010). Occupational stress in Canadian universities: A national survey. International Journal of Stress Management, 17(3), 232.

    Article  Google Scholar 

  • Chory, R. M., & Offstein, E. H. (2017). ‘Your professor will know you as a person’: Evaluating and rethinking the relational boundaries between faculty and students. Journal of Management Education, 41(1), 9–38. https://doi.org/10.1177/1052562916647986.

    Article  Google Scholar 

  • Collins, S., & Parry-Jones, B. (2000). Stress: The perceptions of social work lectures in Britain. British Journal of Social Work, 30(6), 769–794. https://doi.org/10.1093/bjsw/30.6.769.

    Article  Google Scholar 

  • Deem, R., Hillyard, S., & Reed, M. (2007). Knowledge, Higher Education, and the new managerialism: The changing management of UK universities. Oxford University Press.

    Book  Google Scholar 

  • Dollard, M. F., & Bakker, A. B. (2010). Psychosocial safety climate as a precursor to conducive work environments, psychological health problems, and employee engagement. Journal of occupational and organizational psychology, 83(3), 579–599.

    Google Scholar 

  • Duncan, N., Field, R., & Strevens, C. (2020). Ethical imperatives for legal educators to promote law student wellbeing. Legal Ethics, 23(1–2), 65–88.

    Google Scholar 

  • Field, R., Duffy, J., & James, C. (Eds.). (2016). Promoting law student and lawyer well-being in Australia and beyond. Routledge.

    Google Scholar 

  • Fontinha, R., Van Laar, D., & Easton, S. (2018). Quality of working life of academics and researchers in the UK: The roles of contract type, tenure and university ranking. Studies in Higher Education, 43(4), 786–806. https://doi.org/10.1080/03075079.2016.1203890.

    Article  Google Scholar 

  • Häusser, J. A., Mojzisch, A., Niesel, M., & Schulz-Hardt, S. (2010). Ten years on: A review of recent research on the job demand–control (-support) model and psychological wellbeing. Work and Stress, 24(1), 1–35.

    Article  Google Scholar 

  • Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49(1–2), 155–176. https://doi.org/10.1007/s10734-004-2919-1.

    Article  Google Scholar 

  • James, C., Strevens, C., Field, R., & Wilson, C. (2019). Fit your own oxygen mask first: The contemporary neoliberal university and the wellbeing of legal academics. In J. M. Marychurch & A. Sifris (Eds.), Wellness for law: Making wellness core business. Chatswoodm, LexisNexis.

    Google Scholar 

  • James, C., Strevens, C., Field, R., & Wilson, C. (2020). The changing world of legal education: A comparison of law teachers’ wellbeing and perceptions of stress at work in Australia and the UK. In J. Chan, P. Vines, & M. Legg (Eds.), The impact of technology and innovation on the wellbeing of the legal profession. Cambridge: Intersentia.

    Google Scholar 

  • Johnson, S. J., Willis, S., & Evans, J. (2019). An examination of stressors, strain, and resilience in academic and non-academic UK university job roles. International Journal of Stress Management, 26(2), 162–172. https://doi.org/10.1037/str0000096.

    Article  Google Scholar 

  • Kettunen, J., & Tynjälä, P. (2018). Applying phenomenography in guidance and counselling research. British Journal of Guidance & Counselling, 46(1), 1–11.

    Article  Google Scholar 

  • Kinman, G. (2001). Pressure points: A review of research on stressors and strains in UK academics. Educational Psychology, 21(4), 473–492. https://doi.org/10.1080/01443410120090849.

    Article  Google Scholar 

  • Kinman, G. (2014). Doing more with less? Work and well-being in academics. Somatechnics, 4(2), 219–235. https://doi.org/10.3366/soma.2014.0129.

    Article  Google Scholar 

  • Kinman, G. (2019). Effort-reward imbalance in academic employees: Examining different reward systems. International Journal of Stress Management, 26(2), 184–192. https://doi.org/10.1037/str0000128.

    Article  Google Scholar 

  • Kinman, G., & Jones, F. (2008). Effort-reward imbalance and overcommitment: Predicting strain in academic employees in the United Kingdom. International Journal of Stress Management, 15(4), 381–395. https://doi.org/10.1037/a0013213.

    Article  Google Scholar 

  • Kinman, G., Jones, F., & Kinman, R. (2006). The well-being of the UK academy, 1998–2004. Quality in Higher Education, 12(1), 15–27. https://doi.org/10.1080/13538320600685081.

    Article  Google Scholar 

  • Kolsaker, A. (2008). Academic professionalism in the managerialist era: A study of English universities. Studies in Higher Education, 33(5), 513–525. https://doi.org/10.1080/03075070802372885.

    Article  Google Scholar 

  • Krieger, L. S. (1998–99). What we’re not telling law students - and lawyers—that they really need to know: Some thoughts-in-action toward revitalizing the profession from its roots. Journal of Law and Health, 13(1), 1–48.

    Google Scholar 

  • Krieger, L. S., & Sheldon, K. M. (2015). What makes lawyers happy?: A data-driven prescription to redefine professional success. George Washington Law Review, 83(2), 554–627.

    Google Scholar 

  • Leahy, C., et al. (2010). Distress levels and self-reported treatment rates for medicine, law, psychology and mechanical engineering students: Cross-sectional study. Australian and New Zealand Journal of Psychiatry, 44(7), 608–615.

    Article  PubMed  Google Scholar 

  • Lee, P., Miller, M., Kippenbrock, T., Rosen, C., & Emory, J. (2017). College nursing faculty job satisfaction and retention: A national perspective. Journal of Professional Nursing, 33(4), 261–266. https://doi.org/10.1016/j.profnurs.2017.01.001.

    Article  PubMed  Google Scholar 

  • Long, W., Northcote, M., Barnes, L., & Williams, A. (2019). Role conflict in the work of accounting academics in Australia. Paper presented at the Higher Education Research and Development Society of Australasia Conference, Auckland New Zealand, July 2–5.

    Google Scholar 

  • Lynch, K. (2017). New managerialism in education: The organisational form of neoliberalism. In A. Abraham-Hamanoiel, D. Freedman, G. Khiabany, & K. Nash (Eds.), Liberalism in neoliberal times: Dimensions, contradictions, limits (pp. 159–163). Goldsmith’s Press.

    Google Scholar 

  • Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10, 177–200.

    Article  Google Scholar 

  • Marton, F. (1986). Phenomenography: A research approach investigating different understandings of reality. Journal of Thought, 21(2), 28–49.

    Google Scholar 

  • McClenahan, C. A., Giles, M., & Mallett, J. (2007). The importance of context specificity in work stress research: A test of the demand-control-support model in academics. Work and Stress, 21(1), 85–95. https://doi.org/10.1080/02678370701264552.

    Article  Google Scholar 

  • Mudrak, J., Zabrodska, K., Kveton, P., Jelinek, M., Blatny, M., Solcova, I., & Machovcova, K. (2018). Occupational well-being among university faculty: A job demands-resources model. Research in Higher Education, 59(3), 325–348. https://doi.org/10.1007/s11162-017-9467-x.

    Article  Google Scholar 

  • Musselin, C. (2007). The transformation of academic work: Facts and analysis. In M. Kogan & U. Teichler, Key challenges to the academic profession, 175–90. Kassel: Centre for Studies in Higher Education. https://files.eric.ed.gov/fulltext/ED502859.pdf.

  • Niemic, C. B., & Ryan, R. M. (2009). Autonomy, competence and relatedness in the classroom: Applying Self-Determination Theory to educational practice. Theory and Research in Education, 7(2), 133–144.

    Article  Google Scholar 

  • Nixon, E., Scullion, R., & Hearn, R. (2018). Her majesty the student: Marketised Higher Education and the narcissistic (dis)satisfactions of the student-consumer. Studies in Higher Education, 43(6), 927–943. https://doi.org/10.1080/03075079.2016.1196353.

    Article  Google Scholar 

  • Pignata, S., Winefield, A. H., Boyd, C. M., & Provis, C. (2018). A qualitative study of HR/OHS stress interventions in Australian universities. International Journal of Environmental Research and Public Health, 15(1), 103.

    Article  PubMed  PubMed Central  Google Scholar 

  • Pujol-Cols, L., & Lazzaro-Salazar, M. (2018). Psychosocial risks and job satisfaction in argentinian scholars: Exploring the moderating role of work engagement. Journal of Work and Organizational Psychology, 34(3), 145–156. https://doi.org/10.5093/jwop2018a17.

    Article  Google Scholar 

  • Prosser, M., & Trigwell, K. (1997). Using phenomenography in the design of programs for teachers in higher education. Higher Education Research & Development, 16(1), 41–54.

    Article  Google Scholar 

  • Reevy, G. M., & Deason, G. (2014). Predictors of depression, stress, and anxiety among non-tenure track faculty. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00701.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68–78.

    Article  PubMed  Google Scholar 

  • Smith, S., Ward, V., & House, A. (2011). ‘Impact’ in the proposals for the UK’s research excellence framework: Shifting the boundaries of academic autonomy. Research Policy, 40(10), 1369–1379. https://doi.org/10.1016/j.respol.2011.05.026.

    Article  Google Scholar 

  • Strevens, C., & Field, R. (Eds.). (2019). Educating for well-being: Positive professional identities and practice. Routledge.

    Google Scholar 

  • Svensson, L. (1997). Theoretical foundations of phenomenography. (1997) Higher Education Research & Development, 16(2), 159–171.

    Google Scholar 

  • Taris, T. W., Schreurs, P., & Van Iersel-Van Silfhout, I. (2001). Job stress, job strain, and psychological withdrawal among Dutch university staff: Towards a dual process model for the effects of occupational stress. Work and Stress, 15(4), 283–296. https://doi.org/10.1080/02678370110084049.

    Article  Google Scholar 

  • Teichler, U., & Höhle, E. (Eds.). (2013). The work situation of the academic profession in Europe: Findings of a survey in twelve countries. Springer.

    Google Scholar 

  • Tight, M. (2012). EBOOK: Researching higher education. McGraw-Hill Education, UK.

    Google Scholar 

  • Tytherleigh, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK Higher Education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41–61.

    Article  Google Scholar 

  • Viljoen, J. P., & Rothmann, S. (2009). Occupational stress, ill health and organisational commitment of employees at a university of technology. SA Journal of Industrial Psychology, 35(1), 67–77. https://doi.org/10.4102/sajip.v35i1.730.

    Article  Google Scholar 

  • Walsh, R. (1993). Phenomenological mapping and comparisons of shamanic, buddhist, yogic, and schizophrenic experiences. Journal of the American Academy of Religion, 61(4), 739–769.

    Google Scholar 

  • Watts, J., & Robertson, N. (2011). Burnout in university teaching staff: A systematic literature review. Educational Research, 53, 33–50. https://doi.org/10.1080/00131881.2011.552235.

    Article  Google Scholar 

  • Wilson, C., & Strevens, C. (2018). Perceptions of psychological wellbeing in UK law academics. The Law Teacher, 52(3), 335–349.

    Google Scholar 

  • Winefield, T., Boyd, C., Saebel, J., & Pignata, S. (2008). Update on national university stress study. Australian Universities’ Review, 50(1), 20–29. https://search.informit.com.au/documentSummary;dn=266240247331451;res=IELAPA. ISSN:0818–8068.

  • Wray, S., & Kinman, G. (2022a). The psychosocial hazards of academic work: An analysis of trends. Studies in Higher Education, 47(4), 771–782.

    Google Scholar 

  • Wray, S., & Kinman, G. (2022b). The challenges of COVID-19 for the well-being of academic staff. Occupational Medicine, 72(1), 2–3.

    Google Scholar 

  • Zábrodská, K., Mudrák, J., Květon, P., Machovcová, K., & Šolcová, I. (2016). Keeping marketisation at bay: The quality of academic worklife in Czech universities. Sociologický Časopis/czech Sociological Review, 52(3), 347–373. https://doi.org/10.13060/00380288.2016.52.3.262.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Portsmouth Law School, University of Portsmouth, Portsmouth, UK

    Caroline Strevens

  2. Bond Law School Australia, Robina, QLD, Australia

    Rachael Field

  3. ANU Australia, Canberra, ACT, Australia

    Colin James

Authors
  1. Caroline Strevens
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Rachael Field
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Colin James
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Caroline Strevens .

Editor information

Editors and Affiliations

  1. University of Portsmouth, Portsmouth, UK

    Caroline Strevens

  2. University of Sheffield, Sheffield, UK

    Emma Jones

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Strevens, C., Field, R., James, C. (2023). An Analysis of Studies on the Wellbeing of Law Teachers in the UK and Australia in 2020 Using the Lens of Seven Psychosocial Hazards of Academic Work. In: Strevens, C., Jones, E. (eds) Wellbeing and the Legal Academy. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-20691-7_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-20691-7_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-20690-0

  • Online ISBN: 978-3-031-20691-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation