1 / 25

Wellbeing: Work-Life Balance & W omen L earners

Wellbeing: Work-Life Balance & W omen L earners. Joanne Smith. Aims. To consider the potential wellbeing benefits of learning Looking at the issue of Work-Life Balance (WLB) Providing a brief overview of this PhD study & the approach taken

axelle
Télécharger la présentation

Wellbeing: Work-Life Balance & W omen L earners

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Wellbeing: Work-Life Balance & Women Learners Joanne Smith

  2. Aims • To consider the potential wellbeing benefits of learning • Looking at the issue of Work-Life Balance (WLB) • Providing a brief overview of this PhD study & the approach taken • Look at challenges and benefits of learning, linking with WLB and wellbeing theme • Consider strategies and motivators

  3. Education & Well-being “The evidence that learning promotes well-being is overwhelming” (Field, 2009, IFFL) “Learning encourages social interaction and increases self-esteem and feelings of competency…….” “…will enable individuals to develop new skills, strengthen social networks, and feel more able to deal with life’s challenges.” New Economics Foundation (2009)

  4. Linking education with wellbeing • NIACE (2013) comments that education and learning can lead to improved wellbeing • Associated with raised self esteem • Raised awareness around health issues and wellbeing • Improved career prospects and job opportunities leading to social inclusion

  5. Defining Work-Life Balance: • “‘Work-life balance’ has emerged as a widely used and popular way of talking about challenges in combining paid work with other parts of life.” (Gambles et al 2006) • “Having sufficient control and autonomy over where, when and how you work to fulfil your responsibility within and outside paid work.” (Work Foundation 2008)

  6. Work-life Balance & Well-being • Form a close association • Individual ability to reach a balance within their lives will lead to wellbeing • Yet WLB is often viewed as a deficit model, in terms of discussion being about a lack of balance • There is a wealth of research which includes a strong gender dimension

  7. My research…. • Based upon a mixed method • Initial Survey of 106 learners • In-depth Interviews of 10 women undertaking Foundation Degrees in Early Years • Also, 2 focus groups, one with a new group of respondents, a second re-visiting respondents from the interviews • Hence forming a case study based upon a thematic review

  8. Nature of work based learning • Work • Earn • Learn • Foundation degrees value the benefits of having learners who are in the workforce • Looking at combining theory and practice • Also drawing from tacit skills and understanding

  9. Issues around work-based learning & WLB • Work-based Learning can lead to potential issues around achieving WLB • Work earn and learn is based upon combining roles • With different aspects of life taking time and effort • Potentially for clashing demands as well as complementing aspects

  10. Achieving WBL?

  11. Challenges faced: Demands competing for attention: • Family and the domestic • The workplace / time dedication to employment • Learning / study time: In terms of the study day / evening at University or college • Independent study • Leisure

  12. Overlapping Demands

  13. How much leisure? Not much…

  14. Leisure • Leisure is forced out as study takes over much personal time • Only leisure which benefits the family is allowable • Cassidy (2005) comments that leisure is an important buffer zone for stress • Associating the depletion of leisure with stress and adverse physical effects

  15. What respondents say about their situation? “It’s really hard…” “…the house is a mess at the minute, but I have got to get my assignment finished….it all takes a back seat …when I have finished my assignment I will clean up…..” “…..occasionally I will have a weep….” “What is very difficult is the guilt when I started to study….I was guilty of studying”

  16. What is a typical day like? • “…it is just hard coming home from working all day and then coming home to do more work” • “…my study time has gone to evenings…..later and later” • “I feel tired……then I yawn myself through it…..” • “I get worked up…I hate being stressed”

  17. Implications of study include… • Stress • Guilt linked a sense of family responsibility • Physical effect: Illness, headaches, colds, weight gain • Emotional Effects: Tears and crying • Deadline obsession: constantly focused upon the end

  18. Strategies to achieve balance: • Managing and planning time • Delegating to family and seeking help • Placing prioritiesaround studies • Lowered domestic standards and expectations in some areas to achieve deadlines • Support from family, tutors, the student group, workplace • Reducing working hours

  19. Strategies: • “Everything is controlled…..time tabled…” • “….. I can do it when they are in bed and I know that they are safe” • “…so that work doesn’t take over everything….….I keep things in boxes really.” • “I really did struggle I thought ….I can’t do this course and be working full time….I decided to reduce my hours”

  20. Motivation was linked to…. • Wanting a better future for themselves and their families • Increased income potential • Roles models for their children • To make their families proud • On balance they felt they might make short terms compromises for greater opportunity in the future

  21. Respondents said about study: • “….they know that I want to better myself….and if I better myself maybe I would get a better job” • “I feel like I am achieving something…..and I am learning a lot…and I am passing it on…” • “…. I do it for girls, because, they are looking forward to me graduating”

  22. Positive benefits of learning • Improved self-esteem and self image • Increased confidence in dealing with all aspects of life • Sense of personal achievement • Becoming more articulate • Better able to access information • Increased options and improved career prospects • Positive impact upon family and community

  23. Final Question…… If you had know what it involved would you still do it? • “….sometimes you think why on earth am I studying? Why am I doing this, but there is an answer, you are going to get a degree at the end of it….” • “….now when I speak about things at work, I actually know what I am talking about and that is great, you feel good about yourself”

  24. “….I say if I had know what this was going to be like I would never have begun, but I know that I would have because I have always wanted to do a degree….I really believe that and I think that I am a better person for it…..I am more confident”

  25. In conclusion • Education and learning have a positive effect upon wellbeing • But at times outcomes require compromises around WLB • Negatives effects might be stress, time pressure and reduction in leisure • But this is compensated through increased confidence, self esteem and a sense of accomplishment, as well as improved career prospects • This keeps learners dedicated to their study

More Related