Department

University of Tennessee at Chattanooga. Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The societal upheaval related to the COVID-19 pandemic was far-reaching and continues to impact individuals in both personal and professional ways. Attempts to mitigate the spread of COVID-19 included quarantining at home and temporarily closing schools, businesses, and other public spaces. As these disruptions of everyday life eased and restrictions were lifted, individuals and organizations alike are reflecting on the impact of the COVID-19 pandemic. The pandemic continues to have differential effects across industry types. Higher education institutions (HEIs) are a particularly unique example as they serve as both an organization navigating employee needs as well as providing learning services and support to students who may also be working outside of classes. This study aimed to investigate the unique impact of the pandemic on employee and student experiences within a HEI. As part of a larger study, the current researchers sought to understand how higher education professionals (faculty and staff) and employed students navigated work during and since the peak of the pandemic. To measure the employment impact of COVID-19, a survey consisting of 43 items from established scales measuring work-family conflict (WFC and FWC), job demands, job autonomy, job stress, job insecurity, perceived supervisor and organizational support (PSS, POS), work engagement, and job satisfaction was administered to university employed staff (n = 133), university faculty (n = 118), and off-campus employed students (n = 379). ANOVAs with Welch homogeneity corrections were conducted to account for unequal variances between samples. Results revealed significant differences among students, faculty, and staff in their experiences of WFC, FWC, job demands, job autonomy, job stress, and work engagement. Students reported the highest levels of conflict and stress, and the lowest levels of autonomy and job satisfaction. Faculty and staff exhibited higher work engagement and job satisfaction despite experiencing high job demands, perhaps in part related to their higher reported levels of job autonomy and supervisor support. These findings underscore the urgency for targeted interventions to alleviate identified challenges. University-based support measures are recommended to help manage ongoing competing demands and work-related stress. These resources should be customized to meet the specific needs of each group and go beyond generalized campus counseling services and EAPs, towards a culture that demonstrates that the health and wellbeing of the campus community is valued. The data offer a comprehensive understanding of the complex impact of the COVID-19 pandemic on different employment groups within higher education, thereby extending the current literature.

Subject

Industrial and organizational psychology

Document Type

posters

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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Impact of COVID 19 on Higher Learning Community

The societal upheaval related to the COVID-19 pandemic was far-reaching and continues to impact individuals in both personal and professional ways. Attempts to mitigate the spread of COVID-19 included quarantining at home and temporarily closing schools, businesses, and other public spaces. As these disruptions of everyday life eased and restrictions were lifted, individuals and organizations alike are reflecting on the impact of the COVID-19 pandemic. The pandemic continues to have differential effects across industry types. Higher education institutions (HEIs) are a particularly unique example as they serve as both an organization navigating employee needs as well as providing learning services and support to students who may also be working outside of classes. This study aimed to investigate the unique impact of the pandemic on employee and student experiences within a HEI. As part of a larger study, the current researchers sought to understand how higher education professionals (faculty and staff) and employed students navigated work during and since the peak of the pandemic. To measure the employment impact of COVID-19, a survey consisting of 43 items from established scales measuring work-family conflict (WFC and FWC), job demands, job autonomy, job stress, job insecurity, perceived supervisor and organizational support (PSS, POS), work engagement, and job satisfaction was administered to university employed staff (n = 133), university faculty (n = 118), and off-campus employed students (n = 379). ANOVAs with Welch homogeneity corrections were conducted to account for unequal variances between samples. Results revealed significant differences among students, faculty, and staff in their experiences of WFC, FWC, job demands, job autonomy, job stress, and work engagement. Students reported the highest levels of conflict and stress, and the lowest levels of autonomy and job satisfaction. Faculty and staff exhibited higher work engagement and job satisfaction despite experiencing high job demands, perhaps in part related to their higher reported levels of job autonomy and supervisor support. These findings underscore the urgency for targeted interventions to alleviate identified challenges. University-based support measures are recommended to help manage ongoing competing demands and work-related stress. These resources should be customized to meet the specific needs of each group and go beyond generalized campus counseling services and EAPs, towards a culture that demonstrates that the health and wellbeing of the campus community is valued. The data offer a comprehensive understanding of the complex impact of the COVID-19 pandemic on different employment groups within higher education, thereby extending the current literature.