Management-led interventions for workplace stress and mental health of academic staff in higher education: A systematic review

Ogechi Ohadomere; Ikedinachi Ogamba

doi:10.1108/JMHTEP-07-2020-0048

Management-led interventions for workplace stress and mental health of academic staff in higher education: A systematic review

Ogechi Ohadomere
, Ikedinachi Ogamba

Research output: Contribution to journal › Article › peer-review

43 Citations (Scopus)

1794 Downloads (Pure)

Abstract

Purpose: This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach: Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings: Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority. Research limitations/implications: There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications: Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value: This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

Original language	English
Pages (from-to)	67-82
Number of pages	16
Journal	Journal of Mental Health Training, Education and Practice
Volume	16
Issue number	1
Early online date	2 Dec 2020
DOIs	https://doi.org/10.1108/JMHTEP-07-2020-0048
Publication status	Published - 13 Jan 2021

Bibliographical note

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

Funding

The authors wish to thank Dr Erik Borg for proofreading and providing some constructive feedback on this article.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Academic staff
Higher education institutions
Management-led interventions
Mental health
Systematic review
Workplace stress

ASJC Scopus subject areas

Health(social science)
Phychiatric Mental Health
Education
Health Policy
Organizational Behavior and Human Resource Management
Psychiatry and Mental health

Access to Document

10.1108/JMHTEP-07-2020-0048

Post-PrintAccepted author manuscript, 430 KBLicence: CC BY-NC

Cite this

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abstract = "Purpose: This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach: Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings: Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities{\textquoteright} management portray staff welfare as priority. Research limitations/implications: There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications: Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value: This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.",

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N1 - Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

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AB - Purpose: This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach: Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings: Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority. Research limitations/implications: There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications: Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value: This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

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JO - Journal of Mental Health Training, Education and Practice

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ER -

Management-led interventions for workplace stress and mental health of academic staff in higher education: A systematic review

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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