TY - JOUR
T1 - Making hybrid work for diverse staff in higher education
T2 - A behaviour change approach
AU - Gutman, Leslie Morrison
AU - Perowne, Rachel
AU - Younas, Fatima
AU - O'Hanrachtaigh, Eanna
N1 - Publisher Copyright:
© 2023 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.
PY - 2023/7
Y1 - 2023/7
N2 - 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.
AB - 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.
KW - behaviour change
KW - COVID-19
KW - equity, diversity and inclusion (EDI)
KW - remote and hybrid working
KW - strategies
UR - http://www.scopus.com/inward/record.url?scp=85179965565&partnerID=8YFLogxK
U2 - 10.1111/hequ.12487
DO - 10.1111/hequ.12487
M3 - Article
AN - SCOPUS:85179965565
SN - 0951-5224
VL - 78
SP - 784
EP - 806
JO - Higher Education Quarterly
JF - Higher Education Quarterly
IS - 3
ER -