Abstract

In the era of modern education characterized by technological developments, understanding the factors that affect the academic load and emotional well-being of lecturers and students is very important. This study explores the impact of organizational support, time flexibility, and technological adaptation on the academic load and emotional well-being of lecturers and students in the college environment. Data was collected through an online questionnaire from 120 respondents, consisting of 92 female and 28 male respondents. Meanwhile, from the point of view of time flexibility, as many as 60 respondents came from universities that apply time flexibility. In comparison, the other 60 respondents came from universities that do not apply time flexibility. The data analysis technique used in this study is Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The analysis results show that high awareness and understanding of lecturers and students on academic load is the main factor that eliminates the significant influence of variables such as organizational support, time flexibility, and technological adaptation to academic load. Nonetheless, the focus of the study shows that organizational support, technological adaptation, and academic load significantly influence emotional well-being. A deep understanding of the relationship between these variables can assist universities in creating an academic environment conducive to the development and well-being of the academic community.

Keywords

  • Organizational Support
  • Time Flexibility
  • Technological Adaptation
  • Academic Load
  • Emotional Well-Being
  • Lecturers and Students
  • Universities 1

References

  1. Afrianty, T. W., Artatanaya, I. G. L. S., & Burgess, J. (2022). Working from Home Effectiveness during Covid-19: Evidence from University Staff in Indonesia. Asia Pacific Management Review, 27, 50–57.
  2. Al-Mawee, W., Kwayu, K. M., & Gharaibeh, T. (2021). Student’s Perspective on Distance Learning during COVID-19 Pandemic: A Case Study of Western Michigan University, United States. International Journal of Educational Research Open, 2.
  3. Allen, I. E., & Seaman, J. (2011). Going the Distance: Online Education in the United States. Babson Survey Research Group and Quahog Research Group.
  4. Allen, T. D., Johnson, R. C., Kiburz, K. M., & Shockley, K. M. (2013). Work Family Conflict and Flexible Work Arrangements: Deconstructing Flexibility. Personnel Psychology, 66, 345–376.
  5. Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student Perspective of Classroom and Distance Learning during COVID-19 Pandemic in the Undergraduate Dental Study program Universitas Indonesia. BMC Medical Education, 20(392), 1–8.
  6. Andrade, M. S., Westover, J. H., & Kupka, B. A. (2019). The Role of Work-Life Balance and Worker Scheduling Flexibility in Predicting Global Comparative Job Satisfaction. International Journal of Human Resources Studies, 9(2), 80–115.
  7. Bakker, A. B., & Demerouti, E. (2014). Job Demands-Resources Theory. In P. Y. Chen & C. L. Cooper (Eds.), Work and Wellbeing: Wellbeing: A Completed References Guide (pp. 1–28). John Wiley & Sons.
  8. Beltran-Martin, I., & Roca-Puig, V. (2013). Promoting Employee Flexibility Through HR Practices. Human Resource Management, 52(5), 645–674.
  9. Beltran-Martin, I., Roca-Puig, V., Escrig-Tena, A., & Bou-Llusar, J. C. (2008). Human Resource Flexibility as a Mediating Variable Between High Performance Work Systems and Performance. Journal of Management, 34, 1009–1044.
  10. Bentler, P. M., & Bonett, D. G. (1980). Significance Tests and Goodness of Fit in the Analysis of Covariance Structures. Psychological Bulletin, 88(3), 588–606.
  11. Bhattacharya, M., Gibson, D. E., & Doty, D. H. (2005). The effects of Flexibility in Employee Skills, Employee Behaviors, and Human Resource Practices on Firm Performance. Journal of Management, 31(4), 622–640.
  12. Cena, E., Toner, P., McParland, A., Burns, S., & Dudgeon, K. (2023). Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-Being and Adjustment to Studying Online. Psychology Learning & Teaching, 22(2), 137–158.
  13. Christiana, E. (2020). Burnout Akademik Selama Pandemi Covid 19. Prosiding Seminar Nasional Bimbingan Dan Konseling.
  14. Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  15. Cropanzano, R., Rupp, D. E., & Byrne, Z. S. (2003). The Relationship of Emotional Exhaustion to Work Attitudes, Job Performance, and Organizational Citizenship Behaviors. Journal of Applied Psychology, 88(1), 160–169.
  16. D., D., Khasanah, M., & Putri, A. M. (2021). Penguatan Literasi, Numerasi, dan Adaptasi Teknologi pada Pembelajaran di Sekolah: Sebuah Upaya Menghadapi Era Digital dan Disrupsi. Eksponen, 11(2), 25–35.
  17. Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22.
  18. Draxler, F., Hirsch, L., Li, J., Oechsner, C., Volkel, S. T., & Butz, A. (2022). Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19. In Designing Interactive Systems Conference (DIS’ 22) (pp. 217–231). Virtual Event.
  19. Drucker, P. F. (1954). The Practice of Management: A Study of the Most Important Function in American Society. Harper & Brothers.
  20. Dwidienawati, D., Abdinagoro, S. B., Tjahjana, D., & Gandasari, D. (2020). E-Learning Implementation during The COVID-19 Outbreak: The Perspective of Students and Lecturers. Journal of the Social Sciences, 48(4), 1189–1201.
  21. Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived Organizational Support. Journal of Applied Psychology, 71(3), 500–507.
  22. Fatoni, Arifiati, N., Nurkhayati, E., Nurdiawati, E., Fidziah, Pamungkas, G., Adha, S., Irawan, Purwanto, A., Julyanto, O., & Azizi, E. (2020). University Students Online Learning System During Covid-19 Pandemic: Advantages, Constraints, and Solutions. Systematic Reviews in Pharmacy, 11(7), 570–576.
  23. Fowler, F. J. (2014). Survey Research Methods: Applied Social Research Method Series (5th ed.). Sage Publications.
  24. Gomm, R. (2008). Social Research Methodology: A Critical Introduction (2nd ed.). Palgrave Macmillan.
  25. Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (2nd ed.). Sage Publications.
  26. Herzberg, F., Mausner, B., & Snyderman, B. B. (2010). The Motivation to Work: With a New Introduction by Frederick Herzberg. Transaction Publishers.
  27. Hill, E. J., Grzywacz, J. G., Allen, S., Blanchard, V. L., Matz-Costa, C., Shulkin, S., & Pit-Catsouphes, M. (2008). Defining and Conceptualizing Workplace Flexibility. Community, Work, & Family, 11(2), 149–163.
  28. Hu, L., & Bentler, P. M. (1998). Fit Indices in Covariance Structure Modeling: Sensitivity to Underparameterized Model Misspecification. Psychological Methods, 3(4), 424–453.
  29. Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., Jemni, M., & Burgos, D. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University.
  30. Islami, X., Mulolli, E., & Mustafa, N. (2018). Using Management by Objectives as a Performance Appraisal Tool for Employee Satisfaction. Future Business Journal, 4, 94–108.
  31. Junco, R. (2014). Engaging Students through Social Media: Evidence-Based Practices for Use in Student Affairs. John Wiley & Sons.
  32. Kassim, S. I., Bambale, A. J., & Jakada, B. A. (2016). Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence. Journal of Education and Practice, 7(10), 53–59.
  33. Kirkwood, A., & Price, L. (2013). Examining Some Assumptions and Limitations of Research on the Effects of Emerging Technologies for Teaching and Learning in Higher Education. British Journal of Educational Technology, 44(4), 536–543.
  34. Kossek, E. E., & Lautsch, B. A. (2012). Work–family Boundary Management Styles in Organizations: A Cross-Level Model. Organizational Psychology Review, 2(2), 152–171.
  35. Lambert, S. J., Haley-Lock, A., & Henly, J. R. (2012). Schedule Flexibility in Hourly Jobs: Unanticipated Consequences and Promising Directions. Community, Work, & Family, 15(3), 293–315.
  36. Linando, J. A., Halim, M., Rasman, R., & Arifin, A. H. (2022). Work Flexibility Arrangements for Educators: Which One is Best for Whom? Insight from Indonesia. International Journal of Educational Management, 1–22.
  37. Marais, G. A. B., Lantheaume, S., Fiault, R., & Shankland, R. (2020). Mindfulness-Based Programs Improve Psychological Flexibility, Mental health, Well-Being, and Time Management in Academics. European Journal of Investigation in Health, Psychology, and Education, 10, 1035–1050.
  38. Morales-Rodriguez, F. M., Espigares-Lopez, I., Brown, T., & Perez-Marmol, J. M. (2020). The Relationship Between Psychological Well-Being and Psychosocial Factors in University Students. International Journal of Environmental Research and Public Health, 17(4778), 1–20.
  39. Muller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators. Journal of Education Science, 1–15.
  40. Munshi, J. (2014). A Method for Constructing Likert Scales.
  41. Mustikawati, I. F., & Putri, P. M. (2018). Hubungan Antara Sikap Terhadap Beban Tugas dengan Stres Akademik Mahasiswa Fakultas Kedokteran. Herb-Medicine Journal, 1(2), 122–128.
  42. Nastiti, R., & Hayati, N. (2020). Pembelajaran Daring pada Pendidikan Tinggi: Tantangan Bagi Mahasiswa dan Dosen di Tengah Pandemi. Jurnal Inovasi Bisnis Dan Manajemen Indonesia, 3(3), 378–390.
  43. Neves, P., & Eisenberger, R. (2014). Perceived Organizational Support and Risk Taking. Journal of Managerial Psychology, 29(2), 187–205.
  44. Nielsen, K., Nielsen, M. B., Ogbonnaya, C., Kansala, M., Saari, E., & Isaksson, K. (2017). Workplace Resource to Improve Both Employee Well-Being and Performance: A Systematic Review and Meta-Analysis. Work & Stress: An International Journal of Work, Health, & Organisations, 31(2), 101–120.
  45. Pabelan. (2022). Dua Tahun Kuliah Daring dan Kini Kembali Luring, Mahasiswa dan Dosen Perlu Adaptasi. https://pabelan-online.com/2022/05/24/dua-tahun-kuliah-daring-dan-kini-kembali-luring-mahasiswa-dan-dosen-perlu-adaptasi/
  46. Pertiwi, E. M., Denny, H. M., & Widjasena, B. (2017). Hubungan Antara Beban Kerja Mental dengan Stres Kerja Dosen di Suatu Fakultas. Jurnal Kesehatan Masyarakat, 5(3), 260–268.
  47. Phillips, F., & Tuladhar, S. D. (2000). Measuring Organizational Flexibility: An Exploration and General Model. Technological Forecasting and Social Change, 64, 23–38.
  48. Prabawangi, R. P., Fatanti, M. N., & Ananda, K. S. (2021). After a Year of Online Learning Amid the COVID-19 Pandemic: A Survey of Indonesian Undergraduate Students’ Opinions and Behaviors. Asian Journal of University Education, 17(4), 418–431.
  49. Rahiem, M. D. H. (2021). Indonesian University Students’ Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic. Asian Journal of University Education, 17(1), 1–18.
  50. Rapanta, C., Botturi, L., Goodyear, P., & Lourdes, G. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital and Education, 2, 923–945.
  51. Rhoades, L., & Eisenberger, R. (2002). Perceived Organizational Support: A Review of the Literature. Journal of Applied Psychology, 87(4), 698–714.
  52. Salami, S. O. (2010). Emotional Intelligence, Self-Efficacy, Psychological Well-Being and Students’ Attitudes: Implication for Quality Education. European Journal of Educational Studies, 2(3), 247–257.
  53. Sheail, P. (2018). Temporal Flexibility in the digital University: Full-Time, Part-time, Flextime. Distance Education, 1–18.
  54. Siddiqui, S. (2015). Impact of Self Efficacy on Psychological Well-Being Among Undergraduate Students. The International Journal of Indian Psychology, 2(3), 5–16.
  55. Sitohang, H., Rosmiati, & Sinaga, E. E. S. (2021). Aplikasi E-Learning Berbasis Web untuk Pembelajaran Jarak Jauh. Journal Scientific and Applied Informatics, 4(1), 106–115.
  56. Stanton, A., Zandvliet, D., Dhaliwal, R., & Black, T. (2016). Understanding Students’ Experiences of Well-Being in Learning Environments. Higher Education Studies, 6(3), 90–99.
  57. Sugiyono. (2018). Metode Penelitian: Kuantitatif, Kualitatif, dan R&D. Alfabeta.
  58. Sutherland, S., & Adams, M. (2019). Building on the Definition of Social and Emotional Wellbeing: An Indigenous (Australian, Canadian, and New Zealand) Viewpoint. Journal of Indigenous and First Nations and First Peoples’ Cultures, 3(1), 48–72.
  59. Wright, P. D., & Bretthauer, K. M. (2010). Strategies for Addressing the Nursing Shortage: Coordinated Decision Making and Workforce Flexibility. A Journal of the Decision Science Institute, 41(2), 373–401.
  60. Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends From Different Fields of Study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.
  61. Zhang, J., & Zheng, Y. (2017). How do Academic Stress and Leisure Activities Influence College Students’ Emotional Well-Being? A Daily Diary Investigation. Journal of Adolescence, 60, 114–118.