Date

12-11-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Kristy Motte

Keywords

higher education faculty, technology, constant access to technology, digital communication, burnout

Disciplines

Higher Education | Public Health

Abstract

The purpose of this instrumental case study was to explore the perception of constant access to technology for faculty members in the university setting. Constant access to technology was defined as the majority of work tasks taking place in front of the computer, the expectation of quick email responses, and the pressure for continual student interaction, particularly outside of regular business hours. Burnout theory guided this study, which provided views of faculty’s efficiency, stress levels, and personal time. The central research question that guided the study was: How do higher education faculty at CVU guard against burnout while experiencing constant access to technology? The methodology consisted of a single case study design, and qualitative data was collected from 10 faculty members in a higher education institution. The data was collected through interviews, letter-writing, and focus groups. Afterward, the data were analyzed by finding common themes and sub-themes using pattern-matching and in-vivo coding. Data triangulation was achieved by using multiple forms of data collection. The themes found included best practices, challenging times, and faculty perceptions. The subthemes for best practices included physical activity, digital self-control, and time management; the subthemes for challenging times included always on, systems in place, communication, and seasonal stress; and the subthemes for faculty perceptions included negative thoughts and essential. Lastly, two interpretations were gathered: Clear Boundaries and Expectations Decrease Anxiousness and Mindful Venues are a Necessary Practice.

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