Table 2.
Examples of the different themes as they appear in the data.
| Theme | Example | Staff category |
|---|---|---|
| Changed job or work role | “Duties have changed. Now not as pressured” | Nonacademic |
| “Former senior lecturer in my area was promoted to HoS and I have moved into the courses formerly taught by her and have been able to drop many other ‘bits and pieces' of teaching i.e., rationalisation of courses taught” | Academic | |
|
| ||
| New head of department/supervisor/management | “New head of school has a caring and listening approach and seems to ACT ON this—predecessors didn't” | Academic |
| “There was a change in our Head of School… significantly reduced the stress due to the change in leadership… resulted in a fairer system and better care for the human resource” | Academic | |
| “Previous manager was a workplace bully. The university supported me in my move from this situation” | Nonacademic | |
|
| ||
| Specific intervention strategies | “Increased stress management workshops, also stress management integrated in other workshops i.e. leadership courses” | Nonacademic |
| “Improved induction, staff support and development” | Academic | |
|
| ||
| Increased personal resources—positive coping | “Learnt not to take it personally when I miss out on a competitive research grant” | Academic |
| “Mainly due to changes in my own attitude—I believe individuals create a lot of their own stress—I was great at that, I'm now more realistic about what I can do—I also have a good working relationship with my Manager” | Nonacademic | |
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| ||
| Increased personal resources—protective coping | “I have adopted a personal approach of ‘stuff it' to try to gain more control and more self-respect for my efforts” | Academic |
| “I don't care so much about the University. I have stopped worrying about the University and I've stopped identifying with it. So, I'm less stressed” | Academic | |
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| ||
| Increased staff or resources/systems | “Number and level of staffing improved, so that less pressure on me, and can actually undertake my managerial roles rather than operational functions” | Nonacademic |
| “Problem areas have been identified and more staff have been employed to get the job done correctly and efficiently” | Nonacademic | |
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| ||
| Improved relationships with colleagues/support | “I have some very good confidants among work mates” | Nonacademic |
| “Working with different, more compatible colleagues” | Nonacademic | |
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| ||
| Greater role clarity | “Becoming accustomed to the job and expectations” | Nonacademic |
| “Better job/role clarification” | Nonacademic | |
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| ||
| Increased success/recognition/promotion | “My success in gaining funding and publishing” | Academic |
| “Recognition of my role and contribution to the university and the school” | Academic | |
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| ||
| Reduced working hours/changed employment status | “Changed employment status from full-time to part-time” | Academic |
| “Dropping from a Level 9 contract salary to a Level 7 fixed term contract. This has reduced my stress and work hours considerably and given me more time back into my non-work life” | Nonacademic | |
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| Improved physical/work environment | “A more appropriate office and work room” | Nonacademic |
| “New physical location offering excellent working environment” | Nonacademic | |
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| Increased job security | “My stress levels decrease with a longer contract. My current contract is for 12 months but in the past, they have often been for only three months” | Nonacademic |
| “Gaining full-time, continuing work” | Nonacademic | |
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| ||
| Improved communication processes | “More direct communication with all areas of the university” | Nonacademic |
| “Greater communication by university administration as a result of staff discontent regarding budget decisions and the university's direction for the future” | Academic | |
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| Reduced student numbers | “No Honours students to teach this year” | Academic |