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Burnout among university accounting educators in Australia and New Zealand: determinants and implications

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  • Gillian Vesty
  • VG Sridharan
  • Deryl Northcott
  • Steven Dellaportas

Abstract

Increased teaching workloads combined with pressures to publish in limited outlets has intensified the burnout potential among accounting educators in Australia and New Zealand. However, amongst the few studies on tertiary accounting education, the focus has so far been only on burnout arising from student contact intensity. We broaden this literature by examining how other worklife characteristics contribute to burnout. Based on 158 responses from Australian and New Zealand accounting academics, we find evidence for emotional exhaustion due to high workload. However, professional efficacy continues to remain high. Qualitative responses offer deeper insights on how various burnout factors are interrelated.

Suggested Citation

  • Gillian Vesty & VG Sridharan & Deryl Northcott & Steven Dellaportas, 2018. "Burnout among university accounting educators in Australia and New Zealand: determinants and implications," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 58(1), pages 255-277, March.
    • Handle: RePEc:bla:acctfi:v:58:y:2018:i:1:p:255-277
    DOI: 10.1111/acfi.12203
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    References listed on IDEAS

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    1. Mark Clatworthy & Michael Jones, 2003. "Financial reporting of good news and bad news: evidence from accounting narratives," Accounting and Business Research, Taylor & Francis Journals, vol. 33(3), pages 171-185.
    2. Duff, A. & Monk, E.A., 2006. "Attitudes of new appointees to accounting and finance departments in the higher education sector," The British Accounting Review, Elsevier, vol. 38(2), pages 193-220.
    3. Aleksandra Pop‐Vasileva & Kevin Baird & Bill Blair, 2011. "University corporatisation," Accounting, Auditing & Accountability Journal, Emerald Group Publishing Limited, vol. 24(4), pages 408-439, May.
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    Cited by:

    1. Lu Jiao & Graeme Harrison & Jinhua Chen & Kym Butcher, 2021. "Does emotional intelligence matter to academic work performance? Evidence from business faculties in Australia," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 61(1), pages 1181-1204, March.
    2. Luisa A. Unda & Amrinder Khosa & Steven Burch & Carla Wilkin, 2020. "Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(3), pages 3103-3132, September.
    3. Tobias Johansson, 2022. "Do Evaluative Pressures and Group Identification Cultivate Competitive Orientations and Cynical Attitudes Among Academics?," Journal of Business Ethics, Springer, vol. 176(4), pages 761-780, April.
    4. Barbara Chambers & Ruth Walker & Jun Feng & Yuanyuan Gu, 2021. "The silver tsunami: an enquiry into the financial needs, preferences and behaviours of retirees," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 61(1), pages 645-687, March.
    5. Sait Revda Dinibutun & Cemil Kuzey & Muhammet Sait Dinc, 2020. "The Effect of Organizational Climate on Faculty Burnout at State and Private Universities: A Comparative Analysis," SAGE Open, , vol. 10(4), pages 21582440209, December.
    6. Sylvaline Mbata, 2022. "Influence of Role Conflict on Social Work Practice of Selected Hospitals in Port Harcourt," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(4), pages 369-382, April.
    7. Daniela Pianezzi & Hanne Nørreklit & Lino Cinquini, 2020. "Academia After Virtue? An Inquiry into the Moral Character(s) of Academics," Journal of Business Ethics, Springer, vol. 167(3), pages 571-588, December.
    8. Lian, Ling & Guo, Shengzhong & Wang, Qian & Hu, Lihong & Yang, Xueer & Li, Xuejie, 2021. "Calling, character strengths, career identity, and job burnout in young Chinese university teachers: A chain-mediating model," Children and Youth Services Review, Elsevier, vol. 120(C).

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