Effort–reward imbalance and overcommitment in UK academics: implications for mental health, satisfaction and retention
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G Kinman, Effort–reward imbalance ...
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Authors
Kinman, GailIssue Date
2016-05-09Subjects
well-beingstress
job satisfaction
effort–reward imbalance
effort
reward
higher education
B920 Occupational Health
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This study utilises the effort–reward imbalance (ERI) model of job stress to predict several indices of well-being in academics in the UK: mental ill health, job satisfaction and leaving intentions. This model posits that (a) employees who believe that their efforts are not counterbalanced by sufficient rewards will experience impaired well-being and (b) feelings of ERI are more frequent and damaging in employees who are overcommitted to the job. A sample of 649 academic employees working in UK higher education institutions completed validated measures. Findings showed that academics who found their work more demanding, who perceived greater rewards and who were less overcommitted typically reported poorer well-being across all measures. Rewards related to esteem/support and financial/status appeared to be particularly important in protecting academics from the negative impact of work-related efforts. Potential interventions are discussed that draw on the ERI framework to improve mental health, satisfaction and retention in the sector.Citation
Kinman G. (2016) 'Effort–reward imbalance and overcommitment in UK academics: implications for mental health, satisfaction and retention', Journal of Higher Education Policy and Management, 38 (5), pp.504-518.Publisher
Taylor & Francis (Routledge)Additional Links
http://www.tandfonline.com/doi/full/10.1080/1360080X.2016.1181884Type
ArticleLanguage
enISSN
1360-080XEISSN
1469-9508ae974a485f413a2113503eed53cd6c53
10.1080/1360080X.2016.1181884
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