Social Well-Being Strategies for Academics Working in a Hybrid Work Environment
Abstract
1. Introduction
2. Literature Review
2.1. Hybrid Work Environment
2.2. Social Employee Well-Being (SEW)
2.3. Social Employee Well-Being Strategies
2.3.1. Regular Check-Ins
2.3.2. Group-Based Activities
2.3.3. Effective Communication Strategy
2.3.4. Recognising and Rewarding Employees
3. Theoretical Framework
Significance of Study
- To explore initiatives that HEIs can adopt to strengthen the sense of belonging among academics in the HWE
- To identify strategies to improve and sustain work relationships among academics in the HWE.
- To highlight interventions HEIs can implement to enhance social connections among academics in the HWE.
4. Methodology
4.1. Research Philosophy
4.2. Research Design and Approach
4.2.1. Sampling and Participants
4.2.2. Data Collection
4.2.3. Data Analysis
4.2.4. Strategies Employed to Ensure Rigor and Quality of the Data
4.2.5. Ethics and Authorisation
5. Findings
5.1. Theme 1: Growth Strategies
5.1.1. Sub-Theme: Training and Development
“The University should provide academics with training that will enhance their career growth, as it is important to academics and makes one feel the University cares for me”.(RP6, Female, Aged 33, Lecturer, 7 years of work experience)
“Academics need soft skills to navigate this environment… things like conflict negotiation, they can help to manage work relationships”.(RP20, Female, Aged 46, 21 years of work experience)
“The University should offer some training which we can only attend physically and not virtually… we need more physical training”.(RP3, Male, Aged 29, Lecturer, 5 years of work experience)
“Training team members at the same time can help academics connect and build relationships”.(RP8, Male, Aged 47, Lecturer, 10 years of work experience)
5.1.2. Sub-Theme: Mentorship
“Academic mentorships go beyond work; my mentor is my go-to person in the immediate environment…it helps create even work relationships”.(RP18, Female, Aged 60, Professor, 32 years of work experience)
“Mentorship creates a sense of I am important, and I belong, I add value and am seen… it needs to be intentional”.(RP23, Female, Aged 35, Senior Lecturer, 9 years of work experience)
5.2. Theme 2: Support Strategies
5.2.1. Sub-Theme: Communication
“Communication is key in this type of environment; you need to know what is happening around you all the time”.(RP12, Male, Aged 44, Senior Lecturer, 11 years of work experience)
“We have daily communication from the University every day, the same message is also sent on our SMSs, and our supervisor will sometimes share the same message on WhatsApp”.(RP10, Female, Aged 39, Senior Lecturer, 17 years of work experience)
“Our director has an open-door policy; we can see him anytime… it makes me feel important and has built our work relationship over the years”.(RP13, Female, Aged 31, Lecturer, 8 years of work experience)
5.2.2. Sub Theme: Peer Support
“Having someone to talk to even when it is not about work…… Those peer support groups are important……at least you may think the employer also cares about you”.(RP8, Male, Aged 47, Lecturer, 10 years of work experience)
“It is important to have a go-to person where you can discuss even your issues that do not have anything to do with work”.(RP18, Female, Aged 60, Professor, 32 years of work experience)
5.2.3. Management Support
“Managers play a vital role in creating spaces that allow employees to connect and feel important……they need to listen to their staff”.(RP21, Female, Aged 34, Lecturer, 6 years of work experience)
“I can only speak for my director; he is perfect… He makes us feel important… He is engaging”.(RP17, Male, Aged 32, Lecturer, 7 years of work experience)
“We have much support from our manager at the center of X; it makes you feel part of the team and that we are valued as individuals”.(RP4, female, Aged 37, Lecturer, 11 years of work experience)
5.2.4. Sub-Theme: Physical Resources
“I wish the University could buy us things like printers to use when working from home”.(RP5, Female, Aged 37, Lecturer, 11 years of work experience)
“They say you can work from home but fail to provide the basic resource such as data…… that is saying one thing and doing the other”.(RP11, Male, Aged 58, Senior Lecturer, 19 years of work experience)
5.2.5. Sub-Theme: Job Quality
“I think the first step is to look at the responsibilities of academics…, there is no time to attend these workshops…… we are now doing more….”.(RP9, Male, Aged 36, Senior Lecturer, 13 years of work experience)
“In my case, time is not available. I teach two modules in two languages… literally, it is four modules. Where do I find time to go for events and workshops?”.(RP16 Female, Aged 31, Lecturer, 7 years of work experience)
5.3. Theme 3: Relationship Strategies
5.3.1. Sub-Theme: Social Events
“Let us have more social events, school get-togethers, even family picnic days for academics to relax and connect… it helps build relationships”.(RP15, Male, Aged 52, Senior Lecturer, 17 years of work experience)
“Once in a while, a face-to-face interaction or team building just to touch base with all your colleagues”.(RP1, Female, Aged 52, Lecturer, 21 years of work experience)
“……team building sessions should take place frequently, not just to meet work colleagues at year-end functions; this will allow academics to meet more and network more”.(RP3, Male, Aged 29, Lecturer, 5 years of work experience)
“The university can do half-day physical training workshops, and the other day we can maybe do a game drive, in that way we interact and build relationships with peers”.(RP7, Female, Aged 41, Lecturer, 13 years of work experience)
5.3.2. Sub-Theme: Organisational Culture
“We can have tea breaks even virtually… just to chat and talk about ourselves and challenges we are facing”.(RP11, Male, Aged 58, Senior Lecturer, 19 years of work experience)
“Our supervisor is phenomenal; he checks up on us… even if it is a WhatsApp message… that creates a bond between us”.(RP2, Female, Aged 55, Lecturer, 17 years of work experience)
“Check-ins are essential; they make you feel part and parcel of the team”.(RP11, Male, Aged 58, Senior Lecturer, 19 years of work experience)
“My supervisor does not miss anyone’s birthday and sends personalized birthday wishes on our WhatsApp group… we celebrate each other, which keeps us as a family”.(RP13, Female, Aged 31, Lecturer, 8 years of work experience)
“We share personal messages about death, births, and even marriages… we can celebrate with those celebrating and mourn with those who have lost a loved one”.(RP22, Male, Aged 39, Senior Lecturer, 11 years of work experience)
5.4. Theme 4: Reward Strategies
5.4.1. Sub-Theme: Recognition
“Award ceremonies recognize and celebrate top achievers; at those ceremonies, we connect and interact with others”.(RP12, Male, Aged 44, Senior Lecturer, 11 years of work experience)
“The University recognizes outstanding employees… We get emails to celebrate them… We can consider having physical ceremonies to celebrate, that way we can meet and interact as well”.(RP11, Male, Aged 58, Senior Lecturer, 19 years of work experience)
5.4.2. Sub-Theme: Direct Compensation
“Let us be honest, guys, nothing enhances belonging like knowing you are being paid what you are worth…… University should benchmark and pay us like other universities”.(RP14, Female, Aged 34, Lecturer, 5 years of work experience)
“Our salaries are not competitive at all…my colleagues in other Universities are earning more”.(RP16, Female, Aged 31, Lecturer, 7 years of work experience)
“Allowances are also important in one feeling they are a treasure to the organisation……pay us housing allowances, medical aid…”.(RP19, Female, Aged 48, Senior Lecturer, 19 years of work experience)
6. Discussion of Results
6.1. Limitations and Recommendations for Future Research
6.2. Implications
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Identifier | Gender | Position | Age | Hybrid Model | Years of Experience |
---|---|---|---|---|---|
RP1 | Female | Lecturer | 52 | Flexible | 21 |
RP2 | Female | Lecturer | 55 | Flexible | 17 |
RP3 | Male | Lecturer | 29 | Flexible | 5 |
RP4 | Female | Lecturer | 37 | Semi-flexible | 11 |
RP5 | Female | Lecturer | 40 | Flexible | 13 |
RP6 | Female | Lecturer | 33 | Flexible | 7 |
RP7 | Female | Lecturer | 41 | Flexible | 13 |
RP8 | Male | Lecturer | 47 | Semi-flexible | 10 |
RP9 | Male | Snr Lecturer | 36 | Flexible | 13 |
RP10 | Female | Lecturer | 39 | Flexible | 17 |
RP11 | Male | Asso Prof | 58 | Fixed | 19 |
RP12 | Male | Snr Lecturer | 44 | Fixed | 11 |
RP13 | Female | Snr Lecturer | 31 | Flexible | 8 |
RP14 | Female | Lecturer | 34 | Flexible | 5 |
RP15 | Male | Snr Lecturer | 52 | Semi-flexible | 17 |
RP16 | Female | Snr Lecturer | 31 | Fixed | 7 |
RP17 | Male | Lecturer | 32 | Fixed | 7 |
RP18 | Female | Professor | 60 | Semi-flexible | 32 |
RP19 | Female | Snr Lecturer | 48 | Flexible | 19 |
RP20 | Female | Professor | 46 | Flexible | 21 |
RP21 | Female | Lecturer | 34 | Flexible | 6 |
RP22 | Male | Snr Lecturer | 39 | Semi-flexible | 11 |
RP23 | Female | Snr Lecturer | 35 | Semi-flexible | 9 |
Theme | Sub-Themes | Frequency Per Sub-Theme |
---|---|---|
Growth Strategies | 1.1 Training and development | 17 |
1.2 Mentorship | 13 | |
Total: | 30 | |
Support Strategies | 2.1 Communication | 11 |
2.2 Peer Support | 9 | |
2.3 Management Support | 13 | |
2.3 Physical resources | 19 | |
2.4 Job Quality | 3 | |
Total | 55 | |
Relationship Strategies | 3.1 Social events | 16 |
3.2 Organisational culture | 11 | |
Total: | 27 | |
Reward Strategies | 4.1 Recognition | 6 |
4.2 Direct Compensation | 3 | |
Total: | 9 |
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Marozva, R.R.; Pelser, A.-M. Social Well-Being Strategies for Academics Working in a Hybrid Work Environment. Adm. Sci. 2025, 15, 347. https://doi.org/10.3390/admsci15090347
Marozva RR, Pelser A-M. Social Well-Being Strategies for Academics Working in a Hybrid Work Environment. Administrative Sciences. 2025; 15(9):347. https://doi.org/10.3390/admsci15090347
Chicago/Turabian StyleMarozva, Rudo Rachel, and Anna-Marie Pelser. 2025. "Social Well-Being Strategies for Academics Working in a Hybrid Work Environment" Administrative Sciences 15, no. 9: 347. https://doi.org/10.3390/admsci15090347
APA StyleMarozva, R. R., & Pelser, A.-M. (2025). Social Well-Being Strategies for Academics Working in a Hybrid Work Environment. Administrative Sciences, 15(9), 347. https://doi.org/10.3390/admsci15090347