A recent study sheds light on the growing issue of workaholism among academics in Dublin’s higher education institutions, with many university staff feeling overwhelmed by the demands of modern academia. The study, which involved 27 interviews with academics, highlights how long hours, excessive administrative duties, and increasing class sizes have contributed to unhealthy work habits that are taking a toll on mental health. The findings were published in the journal Irish Educational Studies.
The research found that academics in the Dublin region are grappling with increasingly challenging working conditions. As the marketisation of education continues to reshape the higher education landscape, universities have adopted more competitive performance management systems. Academics face mounting pressures to publish, secure external funding, and participate in administrative tasks, all while managing large student cohorts. These tasks often spill over into evenings and weekends, leading to what experts term “workaholic behaviours”.
Many academics spoke of the impossibility of meeting the demands placed on them, particularly when balancing teaching and administrative duties. While research is expected to be the primary route to career advancement, the sheer volume of administrative work – ranging from paperwork to recruitment and accreditation processes – leaves little time for research. As one academic remarked, up to 50 per cent of their working life is consumed by administrative tasks, further exacerbating the strain on personal time.
For many of those interviewed, the emotional burden of overwork was substantial. Negative emotions, such as guilt and anxiety when not working, were common among participants. Many academics reported feeling compelled to work long hours to cope with their workload, with some expressing fears over job security. This emotional drive, combined with the cognitive demands of constantly juggling tasks, has led to a situation where workaholism is becoming a norm rather than an exception in higher education.
The study also highlighted how academics often feel trapped by their workload, as increasing class sizes and rising student expectations put further pressure on already strained staff. Many expressed concern over the growing divide between their roles as educators and researchers, with the former being largely overlooked in promotion processes.
Interestingly, the research also revealed that female academics and those in lower academic ranks, such as assistant lecturers, were more prone to workaholic tendencies. Among female staff, the pressure to “prove” their competence in a competitive environment often led to longer working hours and higher emotional exhaustion. Similarly, those on non-permanent contracts, which are increasingly common in universities, felt an acute pressure to overwork, fearing that refusal to take on extra tasks could jeopardise their future employment prospects.
The findings from this study call for urgent changes in how Dublin universities manage their staff. Without a shift in institutional policies and support systems, the current culture of overwork threatens not only the wellbeing of academics but also the quality of education students receive. A more sustainable approach is needed, one that acknowledges the challenges facing academics today and provides adequate support to prevent the negative consequences of workaholism.
The study concludes that while universities continue to prioritise research output and administrative efficiency, they must also address the wellbeing of their staff. The long-term success of higher education institutions depends on creating a working environment that fosters both academic excellence and personal health.
