Examining the impacts of implementing wellbeing programs on employee job satisfaction within the UK’s academic sector.
Word count: 3000
Table of Contents
Chapter 1: Introduction 3
1.1 Overall aims, research objectives and research questions 5
Chapter 2: Quantitative Research Proposal 6
2.1 Research philosophy 6
2.2 Research approach and strategy 6
2.3 Data Collection Method 7
2.4 Sampling 7
2.5 Data Analysis 8
2.6 Research Ethics 8
Chapter 3: Qualitative Research Proposal 9
3.1 Research Philosophy 9
3.2 Research Design 9
3.3 Data collection method 9
3.4 Sampling 10
3.5 Data Analysis 11
3.6 Research Ethics 11
4. Critical Evaluation 12
4. References 14
5. Appendix 16
5.1 Questionnaire 16
5.2 Interview Questions 18
Chapter 1: Introduction
Employee job satisfaction is a phenomenon that many have had great interest in studying and understanding over recent decades. It was best defined by Brief (1998), as ‘an internal state that is expressed by affectively and/or cognitively evaluating an experienced job with some degree of favour or disfavour’ (p.84). A proliferation of research has since implied positive relationships between job satisfaction and organizational success, suggesting that it should be a top priority for management.
Job satisfaction can be built and maintained in a company through the use of incentives, an idea that can be explained using the Social Learning Theory. Incentives are used to motivate and satisfy employees by encouraging reciprocation. An example of this is increased organizational commitment, meaning both the employee and employer benefit from the exchange. Equally, if employees feel their wellbeing is being ignored, they may respond through lower productivity or increased turnover intention (Caillier, 2016).
One type of incentive that significantly impacts job satisfaction are wellbeing programs which focus on the happiness and health of the employee (Tkach and Lyubomirsky, 2006). Recent changes in society have meant that there is an increasing number of working mothers which increases the likelihood of both genders having substantial responsibilities in the household as well as at work (Allen, 2001). The added strain of maintaining this balance can have negative effects on individual wellbeing in the way of stress and decreased motivation, as well as on the company, in terms of performance and employee morale (Somech & Drach-Zahavy, 2012).
This idea has been further supported through a study that focused on Taiwanese kindergarten teachers. The stress of their job role was said to have ‘a positive indirect effect on turnover retention’. Findings also inferred that ‘the effects of role stress on turnover is completely mediated by [subjective wellbeing]’ (Yang et al., 2018, p.437). This suggests that employee wellbeing may be a particularly prominent issue in the education industry. This further supported by findings that show that females make up 74% of the UK’s teachers (Sellgren, 2019) increasing the likelihood of shared responsibilities in the households of academics. We can, therefore, infer that beneficial wellbeing programs need to be available to combat problems that changes in the industry’s workforce are bringing.
Over recent decades, UK universities have adopted industrial values within their workplace culture by issuing more fixed-term contracts in response to the dramatic expansion of students (Kinman & Jones, 2008). The number of fixed contracts rose from 5% in the 1970s to 50% as of 2004 (AUT, 2004) inferring fewer chances of flexible working for lecturers and researchers. Kinman’s study (1998) also concluded that 75% of the 650 UK academic participants found that long hours and working during evenings and weekends had become more common, with 40% admitting that they had considered leaving high education as a result. More recently, surveys from Nottingham Trent University have shown that 73% of their staff reported their workload has negatively affected their family life (Westbridgford Wire, 2019), further signifying a need for institutional support. These findings suggest that ignoring the wellbeing of a workforce can significantly affect an institution’s turnover, proving that it should be a priority for management.
However, despite the evident need for these wellbeing programs, it seems as though in general, companies are still reluctant to enforce them within their strategies. Deloitte’s 2018 Global Human Capital Trends seem to indicate that although there seems to be increasing an amount of attention on wellbeing, companies still need to work on matching their programs to what their workforces’ value. Whilst, 86% of respondent employees suggested that a flexible schedule would be beneficial, only 50% of companies actually offered the program. (Deloitte Insights, 2019).
1.1 Overall aims, research objectives and research questions
These findings infer that research into the importance of wellbeing programs is still relatively infant. This research’s main aims are to explore whether there are programs that are used by UK institutions and explore how successful they are in helping maintain high levels of satisfaction within their workforce. Based on these aims, the central questions to be researched are the following:
Research Objectives Research Questions
To explore what existing wellbeing programs there are available for academics. What wellbeing programs are available for academics working for UK universities?
To examine the extent to which these wellbeing programs impact employee satisfaction. To what extent does the use of wellbeing programs affect employee satisfaction?
To examine whether employee wellbeing programs affect an institution’s turnover retention. Does the existence of wellbeing programs impact employee turnover intentions?
Chapter 2: Quantitative Research Proposal
2.1 Research philosophy
It is important when choosing a research method to study a particular phenomenon, to identify the correct research philosophy. According to Easterby-Smith et. al (1997), it is significant when exploring research methodology as it assists the researcher in a number of ways – from identifying the type of evidence gathered to helping avoid the use of an inappropriate approach by identifying limitations early on.
This methodology proposal will focus on positivist philosophy. Supposedly the ‘traditional approach to research’ (Crossan, 2003, p.49), positivism has been defined in many ways. Smith (1998) explains that the relationship between two components can ‘be established as scientific laws’ through theorizing causal affiliations, meaning that social objects can ‘be studied in the same way as natural objects’ (p.77). The approach also places a heavy focus on limiting the role of the researcher, which allows for data to be collected more objectively and produce reliable results.
2.2 Research approach and strategy
As positivism stems from the use of measurable theories and testing hypothesises, a deductive research strategy is most suitable. According to Kovács and Spens (2005), deductive research is a theory testing process that attempts to connect a generalised law to a specific case. An established theory is used in research that seeks to explore whether it is applicable within a specific circumstance. This is therefore appropriate for this study as the aim is to explore whether the existing general theory of employee wellbeing programs improving satisfaction is applicable within the specific sector of higher education.
In order to test this theory, I have developed three hypothesises.
H1: Employee wellbeing programs will improve work-life balance for academics
H2: Employee wellbeing programs will positively affect employee satisfaction
H3: The more employee wellbeing programs there are available, the lower the employee’s turnover intentions will be
2.3 Data Collection Method
I will use a survey as the data collection method. This will be created using iSurvey and distributed online to remove printing and mailing costs as well as to reduce overall distribution time thanks to the speed of electronic communication (McCoy & Marks, 2001). The use of an online survey also means that the role of the researcher will be limited as respondents are administering the survey themselves, reducing chances of researcher bias. I also feel that using an online survey would be beneficial as research has previously found that web-based questionnaires tend to produce a higher response rate (Dillman, 2009), therefore increasing my chances of reaching the ideal sample size.
All of the survey’s questions (Appendix 5.1) are closed-ended. The rationale behind this is because it will make the computing of the results easier and in turn, make data analysis easier too. Moreover, research has found that there are usually ‘more inadequate answers for open-ended [questions]’ (Reja et. al, 2003, p.159), allowing me to infer that there will be a higher level of accuracy when avoiding them.
2.4 Sampling
Decisions made about sampling hold great significance as it offers the researcher the chance to increase the study’s internal validity and create a more accurate representation of the population being studied (Altmann, 1974). For the purposes of this study, my population will be the employees of the University of Southampton. This sample will be a good fit for the survey as all have access to the internet and therefore will be able to participate with ease. The current population of employees is approximately 6000 (UoS, 2019) and so in order to assure a 95% confidence level and a precision level of +10%, the suggested sample size is 95. However, in order to overcome the possibility of non-responses, I am going to send my survey to 120 respondents. In order to reduce bias as much as possible, a stratified sampling method is going to be used. Academic staff will be categorised dependant on their faculties and then a random sample will be drawn from each.
2.5 Data Analysis
To analyse the results of the survey, non-parametric analysis is required. This is because a predominant number of questions use Likert scales which means that the data is mostly ordinal. Remaining questions will be closed and so are nominal. Therefore, I will use SPSS software to analyse my data. According to Bryman (2016), SPSS is ‘possibly the most widely used computer software for the analysis of quantitative data’ (p.353) and is used by most social scientists to carry out complex statistical analysis. The implementation of this technique will mean a lot of time is saved that would otherwise be spent inputting and calculating all of the data from each individual manually.
2.6 Research Ethics
It is important that the questionnaire does not breach any ethical guidelines. To ensure this, all participants will be told the purposes of the questionnaire and then are required to confirm that they are over the age of 18 and consent for their data to be used. They will also have the right to withdraw at any point and no questions will be compulsory. All data will be kept anonymous in order to ensure that the participants’ confidentiality is respected. iSurvey also requires login details in order to access information about the questionnaire so all data will be privately and securely stored.
Chapter 3: Qualitative Research Proposal
3.1 Research Philosophy
For my qualitative research proposal, I intend to use the interpretive approach. The rationale behind this is because the interpretivism assumes that reality is only accessible through ‘social constructions such as language, consciousness’ and shared meanings (Myers, 2013, p.39), as opposed to predicting the relationships between variables. This is appropriate for my research as I will rely on the responses of my respondents in order to understand what wellbeing programs are available as well as their attitudes towards them and won’t be able to predict these answers without them.
3.2 Research Design
An inductive research design will be used as it allows for human behaviour and interaction to be studied through the permission of alternative explanations. Using this perspective involves forming hypothesises by using the reasoning gained from data collected as opposed to creating them beforehand. These hypotheses can then be developed into a more general theory later (Myers, 2013). Using an inductive research design will, therefore, allow me to explore both employee wellbeing and linked employee satisfaction on a broader scale before coming to any conclusions.
3.3 Data collection method
In order to carry out my research, an interview will be conducted. The interview will be semi-structured to gain the optimal amount of detail from responses and to ‘allow new concepts to emerge’ by offering the researcher flexibility to re-enter and develop categories that may have otherwise gone unnoticed (Dearnley, 2005, p.22). All questions will be open-ended (see Appendix 5.2).
All interviews will be carried out on a one-on-one basis instead of using focus groups. This is to reduce bias and maintain control; no dominant personalities can take over and limit the participation of others. In doing so, confidence levels of respondents will likely increase and lead to more open and honest answers (Marlowe, 2000).
The interviews will be face-to-face and recorded. This way, the researcher is able to place their sole focus on the participants and ensure that they are actively listening to probe further where necessary. The researcher will also be able to revise responses as much as deemed necessary, increasing the accuracy of any references made to data in the discussion of results or analysis.
3.4 Sampling
The population will also be the University of Southampton academic staff. However, instead of using a stratified sample, the researcher will use Patton’s (2002) non-random technique – purposive sampling. Specific staff members that are deemed most appropriate and able will be chosen, in order to fulfil the requirements of the research questions. The rationale behind this decision is because it is essential that the chosen participants have had significant experience working as academics. From this point, the snowball technique will be used; initial respondents will ideally refer peers that they believe will be able to provide sufficient data. This will be useful as advancement through word-of-mouth can possibly improve confidence levels in referred respondents and lead to more in-depth data.
However, it’s important that the researcher ensures that a variety of employees from different age groups and faculties are used to avoid a sample that is full of respondents that have similar characteristics and attitudes (Biernacki and Waldorf, 1981).
I intend to use a sample size of 15 in order to collect a sufficient level of data. Guest et. al (2006) proposed that data saturation can be reached through 12 interviews as long as ‘participants possess a certain degree of expertise about the domain of inquiry’ (p.74). Therefore, 15 should be a more than adequate amount to ensure adequate data collection.
3.5 Data Analysis
In order to interpret the data from the interviews, a thematic analysis technique will be administered. Thematic analysis is essentially the identification of key themes and patterns in qualitative data through the use of a coding system created by the researcher. These themes are then reviewed and defined more clearly before being used within the discussion field to answer the questions of the research (Bryman, 2016). This will be appropriate for this study as theme identification will make it easier to draw conclusions about attitudes towards turnover intentions as well as the available employee wellbeing programs. Interviews will be replayed to ensure all themes are identified. However, Bazely (2013) has suggested that research can be considered vague if there is a lack of justification in terms of the themes’ importance or their relation to other themes that have been recognized. To overcome this, it’s essential that my analysis details the significance of themes found and how they relate to existing literature; I will also detail key decisions made in relation to coding and theme conceptualization to do so.
3.6 Research Ethics
Before each interview begins, the purposes and use of the data gained will be explained in detail to each participant and then a consent form will be signed to ensure they agree to participate. I will also ask for consent for the interviews to be recorded. Each participant will also be given the right to withdraw at any point as well as the ability to not answer any questions they are not comfortable to. No names or personal information other than age will be stated during interview recordings to ensure anonymity and all recordings will be stored on a personal laptop with a password lock to ensure the data is stored and inaccessible to others. The interviews will ideally take place in a public setting to ensure the safety of both parties.
4. Critical Evaluation
Qualitative research overall is extremely helpful in creating a holistic picture of human experience thanks to its use of the epistemological viewpoint behaviour (Rahman, 2017). This allows the researcher to gain detailed descriptions of their participant’s feelings and perceptions towards specific experiences or events so that they can interpret meanings behind actions. The data collected often requires interaction with participants, giving them invaluable access to their participant’s feelings as well as the opportunity to be flexible in what they discover – with semi-structured interviews for example, the researcher can make further enquiries and expand on important details that hadn’t been thought of beforehand (Maxwell, 2012).
However, whilst it helps gather in-depth detail about a phenomenon, it’s hard to generalize findings to the general population that the research intends due to sampling sizes being relatively small (Harry & Lipsky, 2014). Additionally, as said before, purposive sampling can lead to the generation of an entire pool of participants that have similar opinions and characteristics, preventing the researcher from creating an inaccurate representation of the population being researched (Biernacki and Waldorf, 1981). The data collected is also somewhat hard to analyse with a time-consuming process; the need to continuously develop an ‘undeveloped question into a researchable form’ (Rahman, 2017, p.105) is harder than the ease of SPSS software used with quantitative data.
Quantitative research is not only quick to analyse, but the use of SPSS software also produces reliable statistical data meaning that there is a scientific basis for theories created from any findings (Connolly, 2007). The samples used in quantitative research are much bigger in contrast to qualitative and random techniques are used, limiting researcher bias. Findings are therefore believed to be more generalisable to a whole population (Carr, 1994) and can be considered the more relevant of the two research types.
However, there are also downsides to the research method. Whilst positivistic methods help identify significant causal relationships between variables, they fail to provide the reasoning or effects behind them (Denzin & Lincoln, 1998). This leaves the researcher with a lack of in-depth explanation about their findings and limits its relevance. In contrast to qualitative research, the data is objective and fails to consider one’s unique experiences which could hold great significance or offer further insight into the phenomenon being studied.
For the purpose of the present research, I am going to use a quantitative research approach. The majority of past research into my chosen phenomenon have opted for quantitative methods and I feel as though a this will aid me most in understanding whether there is a significant relationship between employee satisfaction and wellbeing programs within an academic institution. I believe this is most appropriate as it’s important that I establish whether this relationship is significant in order to create suggestions about how academic institutions should react.
4. References
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5. Appendix
5.1 Questionnaire
5.2 Interview Questions
1. How old are you?
2. How long have you been working at this institution?
3. Do you feel as though your work interferes with your personal life? if so, in what ways?
4. What support is offered to you by management in combatting your work-life conflicts?
5. What type of support do you feel your institution is lacking in terms of improving their employees’ wellbeing?
6. In what ways have existing wellbeing programs (or a lack of) affected your how satisfied you are with your role?
7. How do you feel your workload has changed since you started working at this institution? For example, has it increased/decreased? Do you work overtime?
8. What are your thoughts on the following comment?
‘I often feel as though I want to quit my job because it is negatively affecting my personal wellbeing.’