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Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements.

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Title: Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements.
Authors: Hynes, Jennifer1 hynes@berlin-international.de, Cullinane, Sarah-Jane2
Source: Irish Educational Studies. Dec2024, Vol. 43 Issue 4, p1545-1567. 23p.
Subject Terms: *Higher education, *Academic motivation, *Cognition, *Emotions, Workaholism
Abstract: An increasing body of work has found higher education to be a challenging and stressful environment. Meanwhile, research on workaholism, characterised by an uncontrollable urge to work excessively, has been gaining momentum. However, few studies have explored its impact within higher education. This study addressed this gap by conducting 27 semi-structured interviews with academics in the greater Dublin region, exploring the micro, meso, and macro-level factors influencing workaholism. Using a constructivist grounded theory approach, the study examined workaholism in higher education, unpacking Clark, Smith, and Haynes ([2020]. "The Multidimensional Workaholism Scale: Linking the Conceptualization and Measurement of Workaholism." Journal of Applied Psychology 105 (11): 1281–1307.) recent definition of workaholism as a multidimensional construct comprising motivation, cognition, emotion, and behaviour. Twelve participants displayed tendencies of excessive working and constant thoughts about work, driven by negative feelings when not working. These tendencies were rooted in motivations to gain control and build a personal brand. All elements of workaholism have micro, meso, and macro influences, understood through a transdisciplinary lens. As a result, this study calls for responsible, sustainable management within higher education to avoid the negative impacts of workaholism on academics, students, and institutions. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements.
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Dec2024, Vol. 43 Issue 4, p1545-1567. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Workaholism%22">Workaholism</searchLink>
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  Data: An increasing body of work has found higher education to be a challenging and stressful environment. Meanwhile, research on workaholism, characterised by an uncontrollable urge to work excessively, has been gaining momentum. However, few studies have explored its impact within higher education. This study addressed this gap by conducting 27 semi-structured interviews with academics in the greater Dublin region, exploring the micro, meso, and macro-level factors influencing workaholism. Using a constructivist grounded theory approach, the study examined workaholism in higher education, unpacking Clark, Smith, and Haynes ([2020]. "The Multidimensional Workaholism Scale: Linking the Conceptualization and Measurement of Workaholism." Journal of Applied Psychology 105 (11): 1281–1307.) recent definition of workaholism as a multidimensional construct comprising motivation, cognition, emotion, and behaviour. Twelve participants displayed tendencies of excessive working and constant thoughts about work, driven by negative feelings when not working. These tendencies were rooted in motivations to gain control and build a personal brand. All elements of workaholism have micro, meso, and macro influences, understood through a transdisciplinary lens. As a result, this study calls for responsible, sustainable management within higher education to avoid the negative impacts of workaholism on academics, students, and institutions. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2024.2394411
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        Text: English
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      – SubjectFull: Emotions
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              Text: Dec2024
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