‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19

Illingworth, Sam; Zike, J.

Abstract

The impact of individual identities on university staff’s experiences during the COVID-19 pandemic has been profound. We conducted a survey of 118 staff members at one Scottish university to explore how their identities were impacting on their experiences. Results from qualitative content analysis showed that existing inequalities had been exacerbated by the pandemic. The level of support received from line managers and colleagues had a direct effect on staff’s self-efficacy and wellbeing. Furthermore, feelings of disconnection from the university community further isolated staff, causing further negative impacts on their wellbeing. These findings suggest that ‘one-size fits all’ approaches to staff wellbeing are unlikely to be effective, and that policies should take into account individual situations, resources, and challenges. Policies should focus on promoting staff autonomy and self-efficacy, and should be flexible enough to consider the unique needs of each individual.

Citation

Illingworth, S., & Zike, J. (2024). ‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19. Perspectives: Policy and Practice in Higher Education, 28(3), 121-131. https://doi.org/10.1080/13603108.2023.2192531

• Journal Article Type: Article
• Acceptance Date: Mar 11, 2023
• Online Publication Date: Mar 30, 2023
• Publication Date: 2024
• Deposit Date: Mar 21, 2023
• Publicly Available Date: Apr 12, 2023
• Print ISSN: 1360-3108
• Electronic ISSN: 1460-7018
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 28
• Issue: 3
• Pages: 121-131
• DOI: https://doi.org/10.1080/13603108.2023.2192531
• Keywords: COVID-19, identity, qualitative analysis, staff wellbeing