Literaturnachweis - Detailanzeige
| Autor/inn/en | Ashencaen Crabtree, Sara; Esteves, Luciana; Hemingway, Ann |
|---|---|
| Titel | A 'New (Ab)normal'?: Scrutinising the Work-Life Balance of Academics under Lockdown |
| Quelle | In: Journal of Further and Higher Education, 45 (2021) 9, S.1177-1191 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ashencaen Crabtree, Sara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-877X |
| DOI | 10.1080/0309877X.2020.1853687 |
| Schlagwörter | Family Work Relationship; College Faculty; Teacher Attitudes; COVID-19; Pandemics; School Closing; Electronic Learning; Gender Differences; Women Faculty; Mothers; Well Being; Work Environment; Faculty Workload; Stress Variables; Faculty College Relationship; Neoliberalism; Foreign Countries; United Kingdom |
| Abstract | In March 2020 virtually all UK universities were suddenly thrown into an unprecedented and sudden closure of campus and facilities owing to the British Government's COVID-19 pandemic lockdown policies. Further evidence suggests that this exacerbated existing gendered differences. This paper reports on UK academic responses from an international survey examining the work-life balance of academics under COVID-19 lockdown. The aim of the study was to examine the experiences and perceptions of academics, using these to inform how universities can improve the work-life balance of academics during the current and post-lockdown scenarios, as well as in the longer term, given a pandemic-prone future. Rich in qualitative comments, primarily derived from women academics, gendered contrasts in work-life balance appear magnified under conditions of lockdown. Key lessons for HE internationally emerge from the findings. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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