How are you addressing burnout in the campus workplace?
Higher education has a problem: faculty and staff members increasingly report stress, work-life conflict, lack of engagement, and the intention to leave their jobs. Within this context, there has been much attention to the idea of reducing burnout or mitigating the impact of physical, emotional, and mental exhaustion that can stem from prolonged, work-related stress.
Numerous environmental and organizational factors contribute to burnout, including the increases in workload due to the pandemic, financial and political pressure on institutions, and the sometimes intense nature of student-centered teaching, mentoring, and advising.
And, the extent to which faculty and staff members may feel this way may differ based on the nature of their job or appointment type as well as aspects of their identity such as race, gender, disability status, age, and caregiver roles.
In this webinar, we argue that instead of focusing on reducing burnout for faculty and staff, organizations should take a proactive approach in enhancing well-being. Well-being refers to the state of being engaged, motivated, and enriched by one’s work and has been linked to increased employee productivity and job satisfaction and reduced attrition.
By the end of this workshop, participants will be able to:
- Describe how faculty and staff experience burnout in the workplace, including current factors that influence these dynamics.
- Identify the organizational conditions that can lead to lower faculty and staff satisfaction, engagement, and overall well-being.
- Identify the top five strategies that they can use to improve working conditions for faculty and staff to enhance their well-being.
Dawn Kiyoe Culpepper, Ph.D.
Higher Education Researcher
Dawn Kiyoe Culpepper, Ph.D., is a professor and administrator who leads faculty development programs, education and training initiatives, and research related to creating a more diverse and inclusive academic workplace.
Her research has identified strategies for enhancing professional satisfaction, advancement, retention, and engagement for faculty members across identities, ranks, appointment types, including examining issues of workload, evaluation, hiring, rewards, and work-life integration.
Currently a faculty member at the University of Maryland, Dr. Culpepper completed her Ph.D. in Higher Education at the University of Maryland, her master’s work at NC State University, and her B.A. from the University of Virginia. Prior to entering higher education she worked as a non-profit administrator in Washington, D.C.
Kaleb L. Briscoe, Ph.D.
Assistant Professor in the Department of Educational Leadership at Mississippi State University
Kaleb L. Briscoe, Ph.D., is an Assistant Professor in the Department of Educational Leadership at Mississippi State University. Dr. Briscoe’s research problematizes oppressed and marginalized populations within higher education through critical theoretical frameworks and qualitative methodological approaches.
Dr. Briscoe’s work has been published in the Journal of Diversity in Higher Education, Journal of College Student Development, Higher Education Research and Development, Journal of International Students, and Journal of Student Affairs Research and Practice.
She received her Doctor of Philosophy in Educational Studies with a concentration in Educational Leadership and Higher Education from the University of Nebraska-Lincoln. She holds a Master of Science in Student Affairs and Higher Education from Indiana State University (ISU) and a Master of Business Administration and Bachelor of Science in Business Marketing from Albany State University (ASU).