Mental health stressors affecting academic programme coordinators in one South African university

Abstract

The psychological and emotional well-being of academic staff in the South African higher education system is affected by multiple challenges that obscure the delivery of distinct academic projects. These challenges have an impact on the academic staff’s mental health. The primary objective of this study is to investigate the mental health stressors affecting academic program coordinators at a South African university. By identifying and analyzing specific challenges, the research aims to provide actionable insights to inform institutional policies and interventions designed to improve the mental well-being of academic staff. This study will broaden the understanding of the mental health stressors among South African universities. The study is premised within an interpretivist paradigm and uses a case study qualitative design. Individual interviews were conducted with 4 purposively selected academic programme coordinators.  Data were analysed using thematic and narrative analyses. The findings identified five mental health stressors that affect academic programme coordinators. These stressors are (1) increased and heavy workload with many modules and extra administration; (2) understaffing- increased students-no creation of new posts; (3) duplication of duties and work transfer; (4) lack of support, and lack of implementation of resolutions; and (5) over-use of part-time lectures at most 50 part-time lectures.  As part of the conclusions, the study recommends that the university conduct a job analysis to revisit and reimagine job descriptions and organizational structure to alleviate job duplication and job transfer. Furthermore, the study proposes adequate staffing and equitable workloads across the university’s academic and support staff

Keywords: {'name': 'Mental Health, Academic Programme Coordinators, Psychological Stressors, Emotional Stressors, University of Technology, South Africa'}

Authors & affiliations

Kgomotlokoa Linda Thaba-Nkadimene
Central University of Technology

Deposited references

Supplied references, not a list of publications citing this article.

Akinmayowa, J. T., & Kadiri, P. A. (2014). Stress among academic staff in a Nigerian university. Covenant Journal of Business and Social Sciences.

DOI: 10.1186/s12912-024-02047-z

DOI: 10.3389/fmed.2023.1204274

DOI: 10.1016/j.jad.2022.10.044

DOI: 10.20853/37-6-6021

Chisholm, L. (2012). Apartheid education legacies and new directions in post-apartheid South Africa. Storia delle Donne, 8, 81–103.

DOI: 10.3389/fpsyg.2023.1177657

Dhanpat, N., Madou, T., Lugisani, P., Mabojane, R., & Phiri, M. (2019). A stress and coping framework for academics in higher education. South African Journal of Higher Education, 33(1), 26–47. https://doi.org/10.20853/33-1-2647

DOI: 10.1007/s44217-024-00089-8

DOI: 10.4102/sajim.v15i2.560

DOI: 10.3389/fpsyg.2021.631171

DOI: 10.1371/journal.pone.0268890

DOI: 10.3390/higheredu2030032

DOI: 10.19173/irrodl.v19i2.3391

DOI: 10.5539/ies.v14n3p82

DOI: 10.5539/ies.v14n12p99

DOI: 10.1186/s12991-023-00434-5

DOI: 10.1186/s40359-024-01878-4

DOI: 10.3389/fpsyg.2021.691207

DOI: 10.1186/s12909-019-1747-z