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"Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country

J. Hardman, R. Watermeyer, K. Shankar, V. Ratnadeep Suri, Tom Crick Orcid Logo, Cathryn Knight Orcid Logo, F. McGaughey, R. Chung

South African Journal of Higher Education, Volume: 36, Issue: 1, Pages: 1 - 19

Swansea University Authors: Tom Crick Orcid Logo, Cathryn Knight Orcid Logo

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DOI (Published version): 10.20853/36-1-4844

Abstract

In March 2020, the President of South African announced that the nation would go into full lockdown in the wake of an increase in COVID-19 infections. Academics had, in some instances, only one day to prepare for ‘emergency remote teaching’. Few academics had taught online before, as South Africa’s...

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Published in: South African Journal of Higher Education
ISSN: 1753-5913
Published: Stellenbosch University 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa58260
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spelling 2025-04-15T12:46:05.9613746 v2 58260 2021-10-07 "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 2021-10-07 SOSS In March 2020, the President of South African announced that the nation would go into full lockdown in the wake of an increase in COVID-19 infections. Academics had, in some instances, only one day to prepare for ‘emergency remote teaching’. Few academics had taught online before, as South Africa’s internet connectivity is not guaranteed in underprivileged areas, where 80% of the population reside. The online move thus necessitated an entirely novel pedagogy for most academics, with high potential for an escalation of work-related stress and related illness, outcomes we have related in the wider sphere of workplace readjustment during COVID-19, to a state of 'pandemia'. In this paper, we report on an institutional case study where we surveyed n=136 academics from a university in the Western Cape, South Africa to learn more about impacts of COVID-19 on their work. The data analysis adopts Ryff's (1995) theory of well-being. Findings indicate that the enforced lockdown due to COVID-19 and the subsequent move to online teaching has had a negative impact on academics’ sense of well-being. However, the emergence of positive, caring relationships between colleagues is reported as a significant outcome of the COVID-19 enforced move to online teaching. Journal Article South African Journal of Higher Education 36 1 1 19 Stellenbosch University 1753-5913 COVID-19, academic well-being, higher education, online teaching 31 3 2022 2022-03-31 10.20853/36-1-4844 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required 2025-04-15T12:46:05.9613746 2021-10-07T07:56:25.5344958 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies J. Hardman 1 R. Watermeyer 2 K. Shankar 3 V. Ratnadeep Suri 4 Tom Crick 0000-0001-5196-9389 5 Cathryn Knight 0000-0002-7574-3090 6 F. McGaughey 7 R. Chung 8 58260__23759__ce445d38b68c4ed98e495b60280de31d.pdf does anyone even notice us SAJHE.pdf 2022-04-01T14:07:40.2484416 Output 625953 application/pdf Version of Record true Copyright (c) 2021 J. Hardman, Richard Watermeyer, Kalpana Shankar, Venkata Ratnadeep Suri, Thomas Crick, Kathryn Knight, Fiona McGaughey. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
spellingShingle "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
Tom Crick
Cathryn Knight
title_short "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
title_full "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
title_fullStr "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
title_full_unstemmed "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
title_sort "Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
e43d033fc7f2ccc9317c49df10b9b7bb
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
author Tom Crick
Cathryn Knight
author2 J. Hardman
R. Watermeyer
K. Shankar
V. Ratnadeep Suri
Tom Crick
Cathryn Knight
F. McGaughey
R. Chung
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container_title South African Journal of Higher Education
container_volume 36
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publishDate 2022
institution Swansea University
issn 1753-5913
doi_str_mv 10.20853/36-1-4844
publisher Stellenbosch University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description In March 2020, the President of South African announced that the nation would go into full lockdown in the wake of an increase in COVID-19 infections. Academics had, in some instances, only one day to prepare for ‘emergency remote teaching’. Few academics had taught online before, as South Africa’s internet connectivity is not guaranteed in underprivileged areas, where 80% of the population reside. The online move thus necessitated an entirely novel pedagogy for most academics, with high potential for an escalation of work-related stress and related illness, outcomes we have related in the wider sphere of workplace readjustment during COVID-19, to a state of 'pandemia'. In this paper, we report on an institutional case study where we surveyed n=136 academics from a university in the Western Cape, South Africa to learn more about impacts of COVID-19 on their work. The data analysis adopts Ryff's (1995) theory of well-being. Findings indicate that the enforced lockdown due to COVID-19 and the subsequent move to online teaching has had a negative impact on academics’ sense of well-being. However, the emergence of positive, caring relationships between colleagues is reported as a significant outcome of the COVID-19 enforced move to online teaching.
published_date 2022-03-31T16:30:57Z
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