RESET’s media campaign “Faces of Campus” addresses, among other things, issues of work-life balance in university communities.
Work-life balance issues affect various aspects of work, as well as personal life. RESET aims to draw attention to the workload inherent in the academic workplace. In particular, we highlight the need to be aware of the risks to well-being that affect both the physical and mental health of employees. Related to this, the project sees the need for policies that address work life balance to affect the structures, cultures, and practices of the organization (Lewis & Beauregard, 2018). In academia, this also means looking at the systemic demands on academics and the understanding of scientific excellence (Griffin, 2022; Israel 2019).
Achieving work-life balance is a multifaceted process that depends on both personal and institutional factors. These factors include health, family, social activities, personal interests, and community engagement, which must be negotiated and managed to reconcile work with other areas of life.
Here, it is important to consider that structural, cultural, and practical aspects extend beyond the individual question of balance and narrow the options of what can be understood as ‘balance’, as claims that are attached to the strive for work-life balance point beyond a balance between work and non-work, the term can even be misleading (Lewis & Beauregard, 2018).
Discuss with us:
What are the greatest challenges for work-life balance you experience as an employee or student at a university?
What specific resources or support do you need to achieve a better work-life balance?
In your opinion, how could universities foster a culture that values work-life balance and supports the needs of all members?
Your participation in the discussion will help create an inclusive and supportive environment for all members of our university communities.
Lewis, S., & Beauregard, T. A. (2018). The meanings of work-life balance: A cultural perspective. In R. Johnson, W. Shen, & K. M. Shockley (Eds.), The Cambridge handbook of the global work-family interface (pp. 720-732). Cambridge: Cambridge University Press.
Griffin, Gabriele (2022) The ‘Work-Work Balance’ in higher education: between over-work, falling short and the pleasures of multiplicity. Studies in Higher Education 47:11, pages 2190-2203.
Israel, Tania (2020). Navigating Autonomy: A Mid-Career Reflection on Life in Academia, Women & Therapy, 43:1-2, 170-181, DOI: 10.1080/02703149.2019.1684673