Making hybrid work for diverse staff in higher education: A behaviour change approach

Leslie Morrison Gutman, Rachel Perowne, Fatima Younas, Eanna O'Hanrachtaigh

Research output: Contribution to journalArticlepeer-review

Abstract

Despite being considered the ‘new normal’ for many workers since the COVID-19 pandemic, there is a dearth of applied research on hybrid working, especially in the context of inclusivity. This study uses the Behaviour Change Wheel to examine barriers, which hinder, and enablers, which help, to support hybrid working after the COVID-19 pandemic and then identifies intervention strategies for its improvement. Data included 36 open-ended questionnaires and 20 interviews from diverse (gender, sexual and ethnic identities; age; job role/grade scale; caregiving responsibilities and disability status) academic and professional staff at a large UK public research university, collected in May–July 2022. Barriers included the lack of technological skills, lack of clarity and application of the hybrid working policy, childcare and travel issues, no suitable space and equipment, managers' lack of understanding of specific needs, feeling lonely and isolated, and fears and uncertainty. Enablers included self-management skills, purposeful office days, positive feelings, work/life balance, productivity and support from others. Issues related to equity and inclusivity were highlighted based on disability status, caregiving responsibilities, age and job role. Strategies are offered to improve hybrid working, such as training, organisational infrastructure and practices and policies to enable a collaborative, cooperative and inclusive hybrid work environment.

Original languageEnglish
Pages (from-to)784-806
Number of pages23
JournalHigher Education Quarterly
Volume78
Issue number3
DOIs
Publication statusPublished - Jul 2023

Keywords

  • behaviour change
  • COVID-19
  • equity, diversity and inclusion (EDI)
  • remote and hybrid working
  • strategies

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