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Boundary-less and care-full women academics perception and negotiation of work-life domains during the COVID-19 work from home era at an Australian 810.36 kB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Boundary-less and care-full: women academics' perception and negotiation of work-life domains during the COVID-19 work from home era at an Australian regional university
Gender and Education, Vol.36(3), pp.248-265
2024
Appears in UniSC Supported Open Access Outputs
Abstract
This article examines how women academics at an Australian regional university perceived caring responsibilities as an extension of their paid employment during the initial stages of the COVID-19 pandemic. It explores how women academics negotiated boundaries around paid work, caring as a component of paid work, and their private caring responsibilities in the first lockdown and work-from-home period. We surveyed academic staff at our university during the initial work-from-home period. Findings suggest women academics perceived an increase in performing caring tasks for students and colleagues. Our research finds that women academics modified their workday to accommodate increased requirements of their paid work, caring at work, and domestic caring responsibilities. We argue these findings identify biased practices in masculinized neoliberal universities. This has implications for women academics and their employers as the unspoken but expected responsibility for performing care within universities continues to fall on women in the academic workforce.
Details
- Title
- Boundary-less and care-full: women academics' perception and negotiation of work-life domains during the COVID-19 work from home era at an Australian regional university
- Authors
- Karen Hands (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesSarah Casey (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesPeter Innes (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyTheresa Ashford (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyJacqui Blake (Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and Engineering
- Publication details
- Gender and Education, Vol.36(3), pp.248-265
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/09540253.2024.2315038
- ISSN
- 1360-0516; 0954-0253
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Business and Creative Industries; Healthy Ageing Research Cluster; School of Science, Technology and Engineering; Engage Research Lab; School of Law and Society
- Language
- English
- Record Identifier
- 99993798802621
- Output Type
- Journal article
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