Reigniting work engagement through coping for burned-out academics: An open distance learning context

Abstract

Orientation: The South African higher education landscape is undergoing significant change because of government mandates, the post-coronavirus disease 2019 (COVID-19) pandemic and digitalisation. This has led to an increase in job demands, contributing to burnout among academics and necessitating effective coping strategies to sustain their work engagement.

Research purpose: This research sought to understand the lived experiences of academics and the coping strategies they use to remain engaged in their work despite experiencing burnout.

Motivation for the study: It was necessary to hear the lived experiences of academics in a comprehensive open distance e-learning institution and the coping strategies they use to maintain work engagement despite experiencing burnout, as this is underexplored.

Research approach/design and method: An interpretive qualitative design was used to explore the diverse experiences of academics. Data from semi-structured interviews with purposively selected academics were analysed using content analysis to extract key themes.

Main findings: The lived experiences presented an integrative approach by academics, combining emotional intelligence and personal and professional coping strategies to reduce burnout and enhance work engagement and personal well-being.

Practical/managerial implications: The conceptual framework highlights the importance of using an integrated approach, combining emotional intelligence and coping strategies to strengthen optimal psychological well-being and functioning, to enhance personal wellbeing, increase work engagement and lower burnout among academics.

Contribution/value-add: This research offers insights into burnout’s impact on academics and presents a framework to assist academics in managing burnout stressors while enhancing work engagement and overall well-being.