Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research

Abstract

Purpose

This paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia.

Design/methodology/approach

Drawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being.

Findings

The analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being.

Research limitations/implications

The study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts.

Practical implications

The implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources.

Originality/value

This study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.

Citation

Chaaban, Y., Qadhi, S. and Du, X. (2024), "Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-04-2024-0190