Leading with balance: A personal journey to combat overwork in higher education

Author: Angela Carbone

Importance

In the fast-paced realm of higher education, leaders often grapple with the demands of balancing numerous responsibilities, from research and teaching to administrative duties. Overwork can lead to burnout, characterised by emotional, physical, and mental exhaustion resulting from prolonged stress (Maslach & Leiter, 2016). Having served in leadership roles for over 15 years across various institutions in Australia, I have witnessed the detrimental effects of overwork, not only on my colleagues but also on my well-being. This case study highlights the importance of fostering a culture that discourages overwork by focusing on five key principles: self-awareness, planning and delegation, work-life balance, wellness, and supportive relationships.

The significance of discouraging a culture of overwork lies in maintaining sustainable productivity and ensuring personal well-being. High levels of stress can lead to burnout, negatively impacting job satisfaction, performance, and retention in academia (Jackson, 2023). By prioritising a healthy work environment, we can foster greater engagement, creativity, and long-term success within our institutions. As a leader, I believe my role is to model these behaviours to create a supportive atmosphere for myself and those around me.

Scenario

During a particularly demanding semester in my role as Professor and Associate Deputy Vice Chancellor of Learning, Teaching, and Quality at RMIT University, I found myself overwhelmed by competing priorities and escalating responsibilities. As deadlines loomed and expectations heightened, I realised that I was not adhering to the very principles I valued. My workload was excessive, and I was at risk of experiencing burnout. This moment of self-reflection became a turning point for me, prompting the application of the principles of self-awareness, planning and delegation, work-life balance, wellness, and supportive relationships.

Application of the Principle

1. Self-Awareness:

Self-awareness is crucial for recognising the signs of overwork and its effects on mental and physical health. I began by taking a step back to reflect on my current situation. I utilised tools like the DiSC assessment to assess my behavioural tendencies (MiTraining, n.d.). This self-assessment revealed that I scored high in the Dominance dimension, which means I am action-oriented, decisive, strong-willed, independent, and goal-focused. While these traits help in achieving results, they can also lead to a tendency to overextend oneself by trying to do everything independently, particularly when combined with perfectionist tendencies. Acknowledging this pattern was the first step towards change, prompting me to identify my limits and the necessity of setting boundaries.

To promote self-awareness within my team, I encourage participation in leadership workshops where individuals can identify their strengths and weaknesses. I also make a conscious effort to recognise and reward good work without insisting on perfection, thus mitigating the risk of overwork associated with perfectionist tendencies. By sharing my own experiences and self-awareness insights, I aim to inspire my team members to explore their own behavioural patterns and work styles.

2. Focus, Plan, Manage, and Delegate:

To tackle my overwhelming workload, I employed strategic planning and prioritisation. I developed a detailed action plan that mapped out my tasks and deadlines, distinguishing between urgent and important responsibilities. I recognised that I could not do everything myself, so I began to delegate tasks where appropriate. By trusting my colleagues to take on certain responsibilities, I alleviated some of the pressure I was under, enabling me to focus on my core responsibilities. This not only improved my productivity but also fostered a collaborative environment where team members could contribute more effectively (Gannon et al., 2022).

For email management, I adhere to the principle: Act, Delegate, or File. This approach ensures that I address pressing matters promptly, delegate tasks appropriately, and organise information for future reference. Recognising that not every task needs my direct involvement, I consider who within my portfolio is best suited to handle specific responsibilities, thereby optimising efficiency.

3. Work-Life Balance:

Emphasising work-life balance is essential to preventing burnout. I committed to adhering to the 8-8-8 rule, advocating for eight hours of work, eight hours of leisure, and eight hours of sleep. But sometimes I may work up to 12 hours during weekdays, and if I do, I ensure my weekends are completely free for personal time and relaxation.

In the Australian Higher Education system, we accrue four weeks of annual leave each year. By strategically attaching these days to public holidays, I can take meaningful breaks throughout the year where I can truly relax. This practice not only improved my mood but also enhanced my focus and creativity when I returned to work. When taking time off, I make my availability visible by setting an out-of-office message with an automatic email response, informing others of my absence for personal or recreational reasons.

To foster a culture of balanced work and life, I actively monitor my staff’s leave balances each month. For those whose leave accrual exceeds 20 days, I engage in discussions about the importance of maintaining a healthy work-life balance. We explore the benefits of taking leave and identify tasks that can be postponed or delegated to facilitate their time off. In addition, following the COVID-19 pandemic, I integrated flexible work arrangements. These measures not only help maintain a healthier work-life balance but also enhance overall job satisfaction and productivity.

4. Prioritise Wellness and Self-Care:

A healthy lifestyle is a cornerstone of my approach to leadership in higher education teaching and learning. I adhere to the five pillars of wellness: nutrition, physical activity, sleep, psychological well-being, and social connection. Acknowledging that food affects my mood, I have established a weekly routine that includes cooking nutritious meals, incorporating regular physical activity, and ensuring adequate rest. I enjoy recipes from Sally Joseph’s Love Your Gut (Joseph, 2021) and The Modern Mediterranean Diet Cookbook (Itsiopoulos & Koutsis, 2023), and I stay active through walking, reformer Pilates classes, and personal training. Additionally, I find time for relaxation and socialising, and I pursue passions outside of work such as cooking, sewing, and gardening. Weekends are dedicated to relaxation and catching up with family. I take regular breaks during the workday and personal leave when needed. By prioritising my health, I became more resilient and better equipped to handle the demands of my role.

To foster a culture of well-being, I frequently organise afternoon or morning teas with my team, where we share healthy, sugar-free food options. During workshops, I ensure there are breaks for socialising to maintain a balanced and engaging environment. I also incorporate walking meetings to reduce the amount of time spent sitting at desks. Last year, my leadership team participated in the “Walk This May” initiative, promoting physical activity and team bonding. These efforts help create a supportive environment that values wellness and selfcare, emphasising the importance of rest, recreation, and overall well-being for long-term productivity and satisfaction.

5. Supportive Relationships and Networks:

I prioritise cultivating supportive relationships and networks to discourage a culture of overwork. My support system, including family and friends, is essential for providing me with time to relax, unwind, and catch up. Their presence and regular involvement underscore the value of personal connections in mitigating stress and preventing burnout.

Building a culture of support networks is crucial in my leadership approach. I dedicate time to fostering strong connections within my team and across different teams within and external to the College. This involves encouraging regular interaction, collaboration, and mutual support among team members. By promoting a sense of community, I ensure that everyone feels connected and supported.

I also lead by example, making it a point to show appreciation for the support I receive from my network. This visible acknowledgment of my support system underscores the value of maintaining strong relationships, both personally and professionally. By prioritising these connections, I encourage my team to value their own support systems, ultimately fostering a work environment that discourages overwork and promotes overall well-being.

Impact of the Approach

The impact of these strategies lead to a significant shift in my approach to work and well-being. By applying self-awareness, I recognised my limits and began setting healthy boundaries, which allowed me to focus on my priorities without becoming overwhelmed. The act of planning and delegating tasks resulted in increased efficiency, enabling me to manage my workload effectively. Prioritising work-life balance allowed me to recharge, enhancing my creativity and problem-solving abilities when faced with challenges.

Moreover, my commitment to wellness transformed my daily routine. As I engaged in regular physical activity and healthy eating practices, I noticed improved mental clarity and reduced stress levels. This holistic approach not only benefitted my well-being but also allowed me to model healthy behaviours for my colleagues. By demonstrating the importance of self-care and work-life balance, I hoped to inspire others to adopt similar practices, contributing to a more supportive and sustainable work culture.

Reflection

Reflecting on this journey, I acknowledge that while the measures implemented were effective, there are areas for improvement. I could have sought feedback more actively from colleagues on how to balance responsibilities collectively, fostering an environment where shared accountability for well-being is the norm. Additionally, I would aim to introduce team-based wellness initiatives that encourage collaborative approaches to self-care, ensuring that everyone feels supported in managing their workloads.

Advice

To fellow leaders in higher education, my advice is straightforward: be proactive in modelling a culture that discourages overwork. Foster self-awareness within yourself and your teams, prioritise wellness, and maintain open communication. Encourage regular breaks, delegation, and the establishment of supportive relationships. By leading with empathy and a commitment to well-being, we can create a more sustainable and productive work environment for ourselves and those we lead.

In conclusion, as a leader in higher education, it is imperative to actively discourage a culture of overwork. By prioritising self-awareness, planning, work-life balance, wellness, and supportive relationships, we can mitigate the risks of burnout and foster a healthier work environment. Through my experiences and the strategies outlined in this case study, I hope to inspire others to take action in creating a culture that values well-being and sustainable productivity in higher education.

Jackson, K.L. (2023). Work-life balance for women in higher education. In G. Jean-Marie & H. Tran (Eds.), Leadership in Turbulent Times. Studies in Educational Administration, 37–49. Emerald Publishing Limited. https://doi.org/10.1108/978-1-83753-494-420231003

Joseph, S. (2021). Love your gut. Pan Macmillan Australia.

Maslach, C., & Leiter, M.P. (2016). Burnout: A guide to identifying burnout and pathways to recovery. Harvard Business Review Press.

MiTraining. (n.d.). DISC advanced workshop. Retrieved June 7, 2024, from https://mitraining.edu.au/disc-advanced-workshop