NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072058
Record Type: Journal
Publication Date: 2015-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1938-8926
Cultures of Work-Life Balance in Higher Education: A Case of Fragmentation
Lester, Jaime
Journal of Diversity in Higher Education, v8 n3 p139-156 Sep 2015
In response to demographic shifts, colleges and universities implemented new policies, adopted new practices, and created professional development opportunities to gain support for work-life balance. Research on work-life balance reveals gender disparities, lack of policy usage, and a lack of cultural change with little understanding of the ways to bring about a campus culture that understands, promotes, and has established norms that support work-life balance. Research often recommends that cultural change be established to support policy usage and reduce stigma from work-life balance. This research study examined 2 institutions of higher education to challenge the notion that organizational change can be simply created and to examine the impact of fragmented cultures and individual identity on change. The 2 major themes--symbolic meaning of policies and children and discontinuity of symbols and policies--that emerged in this study provide evidence of the need for campuses to contend with organizational culture and, in particular, on symbols and discourses intentionally presented to reflect work-life balance acceptance. This study concludes with recommendation of how leaders, faculty, and policymakers can support work-life balance within higher education despite the ambiguity and complexity of organizational life.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A