![]() ![]() ![]() and Australian academics revealed that faculty suffered from higher levels of stress-related caseness (i.e., when some intervention is required) as compared with other university groups (e.g., post-secondary staff, support professonals Kinman, 2014), with reported burnout by academics being comparable to that of school teachers and medical professionals for whom burnout levels are particularly high ( Watts and Robertson, 2012). Most notably, a recent comparison of U.K. ( Tytherleigh et al., 2005 Kinman, 2014), Australia ( Winefield et al., 2003), and Canada ( Biron et al., 2008 Catano et al., 2010) suggest that these increased demands have contributed to high levels of job-related stress amongst academics. Subsequently, there is substantial pressure on academics to maintain high academic performance and productivity ( Catano et al., 2010 McAlpine and Akerlind, 2010). Major educational reforms, exponential expansion in student enrollment, escalating workloads, greater control by managers with respect to teaching quality and research productivity, and the movement towards commercialization have shifted the landscape of higher education into a competitive business ( Ogbonna and Harris, 2004 Biron et al., 2008 Rothmann and Barkhuizen, 2008 McAlpine and Akerlind, 2010). In the last few decades, higher education institutions worldwide have undergone fundamental changes. Not unlike other professionals, post-secondary faculty (i.e., university or college research and teaching staff across ranks and tenure status) have consistently been found to report high levels of job-related stress ( Winefield et al., 2003).
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