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Analysis of Stress Factors for Female Professors at Online Universities

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  • Marialuz Arántzazu García-González

    (Escuela Superior de Ingeniería y Tecnología, UNIR-Universidad Internacional de la Rioja, Av. de la Paz, 137, 26006 Logroño, Spain)

  • Fermín Torrano

    (Escuela Superior de Ingeniería y Tecnología, UNIR-Universidad Internacional de la Rioja, Av. de la Paz, 137, 26006 Logroño, Spain)

  • Guillermo García-González

    (Escuela Superior de Ingeniería y Tecnología, UNIR-Universidad Internacional de la Rioja, Av. de la Paz, 137, 26006 Logroño, Spain)

Abstract

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

Suggested Citation

  • Marialuz Arántzazu García-González & Fermín Torrano & Guillermo García-González, 2020. "Analysis of Stress Factors for Female Professors at Online Universities," IJERPH, MDPI, vol. 17(8), pages 1-13, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:8:p:2958-:d:349938
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    References listed on IDEAS

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    1. Kim Toffoletti & Karen Starr, 2016. "Women Academics and Work–Life Balance: Gendered Discourses of Work and Care," Gender, Work and Organization, Wiley Blackwell, vol. 23(5), pages 489-504, September.
    2. María Soria-Oliver & Jorge S. López & Fermín Torrano & Guillermo García-González & Ángel Lara, 2019. "New Patterns of Information and Communication Technologies Usage at Work and Their Relationships with Visual Discomfort and Musculoskeletal Diseases: Results of a Cross-Sectional Study of Spanish Orga," IJERPH, MDPI, vol. 16(17), pages 1-17, August.
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    Cited by:

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    2. Nada Mallah Boustani, 2023. "The Impact of COVID-19 on Curriculum and Employability in Lebanon," Administrative Sciences, MDPI, vol. 13(5), pages 1-16, May.
    3. Linda Widar & Birgitta Wiitavaara & Eva Boman & Marina Heiden, 2021. "Psychophysiological Reactivity, Postures and Movements among Academic Staff: A Comparison between Teleworking Days and Office Days," IJERPH, MDPI, vol. 18(18), pages 1-16, September.
    4. Carla Estrada-Muñoz & Alejandro Vega-Muñoz & Dante Castillo & Sheyla Müller-Pérez & Joan Boada-Grau, 2021. "Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
    5. Saule Sipaviciene, 2022. "The Relationships between Psychological Well-Being, Emotions and Coping in COVID-19 Environment: The Gender Aspect for Postgraduate Students," IJERPH, MDPI, vol. 19(16), pages 1-13, August.
    6. Margherita Brondino & Fulvio Signore & Agnese Zambelli & Emanuela Ingusci & Silvia Pignata & Amelia Manuti & Maria Luisa Giancaspro & Alessandra Falco & Damiano Girardi & Dina Guglielmi & Marco Depolo, 2022. "A New Academic Quality at Work Tool (AQ@workT) to Assess the Quality of Life at Work in the Italian Academic Context," IJERPH, MDPI, vol. 19(6), pages 1-22, March.

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