Workplace stress and the student learning experience

Abstract

Purpose

To investigate the possible effects of workplace stress in academics on the student learning experience.

Design/methodology/approach

Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this on the learning experience of students.

Findings

Stress can be seen to impact both negatively and positively on the student learning experience. However, over half of respondents considered themselves to be considerably or extremely stressed and similar levels perceive that stress causes their teaching to be “below par” thus impacting negatively on the student learning experience.

Research limitations/implications

The research was carried out in one institution and hence results cannot be generalised to cover the whole higher education sector.

Practical implications

The findings, together with a growing awareness of the impact of employee stress on organisations, emphasise the need for the institution, and individuals within it, to control stress levels to ensure the student learning experience does not suffer. The paper does not address the growing phenomenon of e‐learning which may act as a stressor: further research is recommended in this area.

Originality/value

This paper highlights that the detrimental effect of stress does not only impact upon members of staff; stress may also impact negatively on the student learning experience.

Citation

Stevenson, A. and Harper, S. (2006), "Workplace stress and the student learning experience", Quality Assurance in Education, Vol. 14 No. 2, pp. 167-178. https://doi.org/10.1108/09684880610662042