| dc.description.abstract | There is a necessity for multi-level multidisciplinary research within the field of workaholism research. Disagreement on how to define workaholism and how to measure it prevails. The ambiguity surrounding conceptualisation and the prevalence of quantitative research in the field has resulted in an array of knowledge gaps. Moreover, research has traditionally explored the concept on an individual level, largely ignoring the influence of meso and macro factors. Subsequently, antecedents and outcomes are not fully understood.
This research builds a multi-level transdisciplinary model of workaholic behaviour in higher education (HE) educators through the application of an array of established theories such as self-determination theory (SDT), conservation of resources (COR) theory, rational choice institutionalism, sociological institutionalism, microfoundations institutionalism and JD-R (job demands and job resources) theory (Voronov & Weber, 2020; Boxenbaum, 2019; Lewis, Cardy, & Huang, 2019; Markey-Towler, 2019; Staelens & Louche, 2017; Creed, Hudson, Okhuysen, & Smith-Crowe, 2014; Hobfoll, 2011; 2001, 1989; Deci & Ryan, 2008; Scott, 2004; Demerouti, Bakker, Nachreiner, & Schaufeli, 2001; Hobfoll & Lilly, 1993; Deci & Ryan, 1985a). It utilises a constructivist grounded theory approach to data collection, analysis and theory construction. In total, 27 educators within the greater Dublin region, from an array of higher education institutions (HEIs), were interviewed.
Interviews took place from September 2018 to January 2019. 411 initial codes, six categories and 12 focused codes were constructed during the interview and analysis process. Ultimately, the multi-level model encompasses five major categories which explain the workaholic behaviour of educators. The categories were constructed through the iterative process of initial coding, focused coding and memo-writing. Where possible in vivo codes were used to let the data breadth and avoid forcing theoretical fit onto the data.
1. Juggling multiple tasks in a marketised system (Macro and meso-level)
2. Interruptions (Macro and meso-level)
3. Differing goals and aims in life (Meso and micro-level)
4. Looking around at the landscape to get ahead (Macro, meso and micro-level)
5. (Non) compartmentalising (Macro, meso and micro-level)
HE is the foundation of human capital, a key component of the productivity equation in economics. Productivity is related to GDP (Gross Domestic Product) and GDP is a standard measure of well-being across nations. Human capital is cultivated through higher education institutions (HEIs) via the educators within them. Thus, educators play a pivotal role in nurturing human capital. Education is an increasingly globally competitive industry. HEIs not only compete nationally but also internationally to attract and retain the best staff and students. Comparisons are typically based upon rankings. Hence, Irish HEIs compete against institutions operating within different systems. This can create problems, as Irish HE is typically funded by Government. That is, HEIs are reliant on government funding to ensure they have the resources needed to meet the demands of the external environment. Subsequently, macro-level factors influence meso-level factors. HEIs are hierarchical structures with informal and formal constraint. Governments can create formal constraint through policy. Whereas informal constraints are psycho-socially constructed. Both forms of constraint are influenced by macro-level factors. Informal constraints such as rules and norms within the HEI can guide educators to behave a certain way depending on their goals within the institution. Importantly, this underlines the importance of micro variables pertaining to motivation and behaviour. In combination, the HEI and macro environment interact with micro-level factors to influence behaviour at work, which in some circumstances manifests as workaholic behaviour. As such, the research defines the workaholic behaviour of HE educators as an inability to disengage driven by micro, meso and macro-level stimuli. | en |
