Running head: WORK-LIFE BALANCE

A Qualitative Study: Work-Life Balance among Occupational Therapy Faculty at Touro

University Nevada
Talia Bartolotta, Lauren Hawkins, Mallory Viveros, & Michelle Wilson
Touro University Nevada

WORK-LIFE BALANCE

Research Question: What strategies do faculty members use to achieve work-life balance?
Literature Review
Academic faculty are known for working long hours that are not restricted to weekdays.
According to one study, faculty members work 50 hours per week on average (Misra, Lundquist,
& Templer, 2012). A common explanation is that there are high and unrealistic demands and
pressure from the university (Rozier, Gilkeson, & Hamilton, 1991). A common dissatisfaction
from faculty members around the nation is the constant pull they feel from their families and
their work (Misra et al., 2012; Sorcinelli & Near, 1989). This continuous battle between work
and family life of faculty members is often a main struggle to maintain work-life balance
(Westman, Brough, & Kalliath, 2009; Misra et al., 2012). Hill, Hawkins, Ferris, Weitzman
(2001), define work-life balance as the ability of an individual to balance simultaneously the
various demands of paid work and family life. As demands change, the level of balance must
also adjust. According to Westman, Brough, and Kalliath (2009) and Sorcinelli and Near (1989),
faculty are notorious for having spillover from work into their home life, therefore, making
work-life balance difficult.
However, in opposition to the stress they feel from the long hours and the struggle of
often having to choose work over family life, many faculty members declare that the profession
of being a faculty member has high job satisfaction. This satisfaction stems from the feeling
faculty members receive from watching their students grow and the pride they feel in influencing
their students education (Rozier et al., 1991). In particular, faculty in the field of occupational
therapy are exceptionally satisfied with their position in academia (Rozier et al., 1991). Overall,
faculty members who find meaning within their work, have higher satisfaction. In addition, the
perceived flexibility that faculty have in planning their schedules and often a lack of set work

WORK-LIFE BALANCE

hours, may help positively influence a faculty members work-life balance (Hill, Hawkins, Ferris,
& Weitzman, 2001). Various coping strategies may be utilized in order to lower stress and
improve feelings of balance.
No workplace is without stress. A study completed in 1996 found that 60% of faculty in
academia reported their stress arises from their workload (Thorsen, 1996). After reviewing
current literature, Latack and Havlovic (1992) determined many people use an emotion-focused
coping strategy to deal with their stress and impending work-life imbalance. Emotion-focused
coping is often behavioral, such as exercising more or even smoking. Other potential coping
strategies are organization, communication, and outside support (Sorcinelli & Near, 1989).
There is a lack of current research regarding coping strategies specifically relating to
faculty and helping them with work-life balance. As per the formal definition of work-life
balance by Hill and colleagues (2001), it requires the ability to adapt to constant changes. One
field unrelated to academia is recognized as being particularly adaptable based on the coping
strategies utilized. Occupational therapy is an ever-changing field. Based on that assumption, the
professionals need to be ready to adjust to an increased workload or a quick cut in funding
(Gupta, Paterson, von Zweck, & Lysaght, 2012). This constant variability can cause stress,
requiring occupational therapists to be utilizing numerous coping skills. Similarly to faculty
members, occupational therapy can be a high stress level job, but by utilizing coping strategies,
burnout is prevented (Gupta et al., 2012).
There is a dearth of research regarding occupational therapy faculty and work-life
balance. Only one article has been published specifically relating to occupational therapy faculty
within academia and it relates to work satisfaction. The threat of burnout and work exhaustion
makes studying work-life balance important to retain faculty members. In addition,

WORK-LIFE BALANCE

understanding occupational therapy faculty members coping strategies may help current
occupational therapy students learn how to cope with stress and imbalance to help develop future
practitioners with better work-life balance.
Results
This section will discuss themes and subthemes that emerged from individual interviews
with the research participants. Qualitative results on the meaning of work-life balance, outside
work demands, and coping strategies used by occupational therapy faculty will be further
discussed.
Information on Participants and Data Collection
All seven participants, six females and one male ranging from ages 34 to 64-years-old,
were active faculty members in the occupational therapy department at Touro University
Nevada. They were recruited via university based e-mail the first week of January 2015. In the
e-mail, each participant was provided with three time slots to choose from for scheduling
purposes. Respondents replied independently and within one week from the time the e-mail was
sent. Interviews took place the following two weeks. No participants refused to participate in
the study or dropped out and no control group was used.
Thematic Analysis
All four interviewers participated in each interview: two asked the participant the
questions, while the other two simultaneously transcribed the responses via typing. After each
individual interview took place, the four interviewers collaborated to discuss how the interview
went. Triangulation was used to assess the responses documented during each interview by the
two transcribers as well as the consistency of the interviewers asking participants questions.

WORK-LIFE BALANCE

After completion of the seven interviews, coding was completed by the four interviewers.
All transcribed interviews were printed and distributed amongst the research team. Each
member had one copy of each transcribed interview. Together the research team read through
and highlighted similar words and phrases that emerged from each interview question. Three
main themes, each also having subthemes, emerged during this process. Each of these themes
and sub-themes will be listed and further discussed below.
Table 1:
Clusters of Common Themes of Work-Life Balance for Occupational Therapy Faculty

1. Meaning of work-life balance

Personal opinion
Changing with responsibilities
2. Outside of work demands
Research
Per-diem
Volunteer
Teaching
Family life
3. Maintaining balance
Coping strategies
Leisure
Leaving work at work

WORK-LIFE BALANCE

1. Meaning of work-life balance

Participants were asked to define work-life balance in their own words and what it meant
to them. All participants described work-life balance as an ever-changing phenomenon. Life
demands change with generation, family dynamics, and career involvement. Multiple
participants described work-life balance as an unequal distribution, rather than a circle that is
equally divided. One participant described work-life balance as having occupational balance,
this meaning knowing when to take time to relax and recharge.
Well, when I think of work-life balance, I think of occupational balance. This to me
means that there is a healthy balance amongst all of the things you are required to do in
life and the things you want to do in life. I dont see it as a pie that is equally divided but
rather as ebb and flow. There are times I spend the majority of my available hours
working and I can be okay with that. But I have to listen to my internal clock and when
that becomes too much, when do I need to back off? Can I keep that prolonged by
inserting other aspects?
Another participant, who has had the opportunity to work as a program director, spoke of
the constant changes that come with being an occupational therapy faculty member.
Work-life balance is different to everyone. I dont think Ive ever had work-life balance
in a traditional sense, 1/3, 1/3, 1/3 do you know anyone who has that?
Several of the participants described work-life balance as having an expectation of equal
balance between work and life at home. One participant discussed an activity she had her
occupational therapy students complete on this phenomenon.
You know I remember teaching a class on occupational balance and I had students make
the pie chart and divide into work, play and leisure. The expectation is to split everything
evenly. For me, work is huge, while play and sleep may suffer. You do what you have to
do and commit to it. I am now looking at how I can increase that. Work-life balance
means there has to be a sense of satisfaction and happiness that comes from what you are
doing. I dont know if the percentage matters, but rather if you are fulfilling those needs.
Its not 8, 8, and 8
Work-life balance is not always managed in the same manner. The balance is continually
altered as responsibilities and life demands change, placing a different allotted percentage of

WORK-LIFE BALANCE

time on each task. Several participants addressed this evolving phenomenon during their
interviews when discussing the definition of work-life balance.
Work-life balance is more of a personal perception that varies for everyone at different
points in their lives.
Responsibilities change as demands within the family and home are altered. One
professor discussed how more time was spent at work once the children moved out to be on their
own.
I can tell you that I have to constantly self-asses to help find balance. This is not static
and it changes as we get older and things change in our lives. I didnt do as much work
when my kids were little.
One professor discussed the importance of evaluating responsibilities and adjusting tasks
beforehand when a busy period of time is expected.
Knowing that these next few months of my life are going to be exceptionally busy with
teaching, completing an extensive class of my own, and maintaining my family
responsibilities, I have already committed to meet with a trainer twice a week. This will
allow me to stay balanced.
2. Outside of work demands
All seven of the participants discussed their personal and professional responsibilities
outside of their role as a faculty member. These included research, per-diem work, volunteering,
teaching, and family obligations. Three individuals stated that they were actively involved in
research.
I am involved in a university wide research committee that has research day once a year.
I am responsible for reviewing grant applications. The demands are quite rigorous with
peer evaluations and reading grants.
One participant discussed their devotion towards post-professional education as research.
My research is dedicated to my PHD program.

WORK-LIFE BALANCE

All but two of the faculty members were currently completing per-diem work at various
locations. One individual completed per diem work at a rehabilitation hospital and discussed
other areas of importance in the community as well.
Professionally, I complete per diem two to four shifts per month. I am on the Nevada
state board for licensing and attend four meetings per year, as well as some intermittent
phone meetings.
Volunteering appears to be valued by the entire faculty and is a big component of most of
the faculty members routines. One participant mentioned a particular responsibility outside of
being a faculty member that takes a lot of time and commitment during half of the year.
I am a camp director starting from January to July and it takes a lot of my time. I
consider this to be volunteerism but also professionalism.
One faculty member spends her volunteer hours working directly with several different
organizations. She also works closely with other faculty members, the students within the
program, and the community.
I am a region 5 director for the American Occupational Therapy Association as the
fundraising arm for all of the Western states. I am a mentor for emerging leader
participants with AOTA. I just wrote the introduction for a coworkers book. I also work
with the Down-syndrome play group and the mobility clinic once a month.
Having to manage the role of a being a spouse, mother, father, aunt, uncle, etc. causes
extra stress when attempting to find an appropriate work-life balance. Six out of the seven
participants mentioned the responsibilities placed on them by their families and the time
commitments required of having a family.
I am a mom to two girls. Along with a lot of family in town, I also have two very elderly
aunts that demand some of my free time.
A particular faculty member discussed the particular heavy role they assume in the care
of their home and children.

WORK-LIFE BALANCE

I have a husband and three kids. I manage the house, prep the meals, help with
homework, chauffeur the kids, and manage their emotions. I keep the train of life
moving.
One faculty member discussed the important role that soccer plays within the family and
how time at soccer practice is utilized most efficiently.
I make sure to spend dinner time with my family every evening; no tv, no phones, just the
family. Three nights a week are spent at soccer practice with my daughters, with games
on Saturday and a private practice on Sunday mornings. I generally read while walking
around the track at these practices to maximize my time.
Two faculty members discussed their highly valued teaching roles outside of the
university. These roles involve presenting to occupational therapy programs across the country.
My per diem is that I work for therapy education so I give workshops all over the United
States at various colleges and universities that have an occupational therapy program. I
am a consultant for that company and they send me wherever they need me. I am one of
nine instructors that goes around to teach that course. My specialty is speaking.
Not only are these faculty members a exceptional speakers and educators, one of them
also helps students prepare for their board exams.
I present at least six times a year for occupational therapy advocacy. I am also an
instructor for the NBCOT course.
3. Maintaining balance
The participants were asked if they could remember a time in their life when they felt
unbalanced. All seven interviewees were able to reminisce on a specific time and recall the
strategies utilized to overcome these feelings. Different leisure activities are used by each
faculty member to help maintain balance. Many of these activities included traveling, family
outings, or home-maintenance tasks. Nearly every faculty member addressed working out as a
leisure activity or coping strategy they use to relieve stress.
For leisure I go to conferences. If I want a vacation, I go to a conference. I regularly
attend singles club, a cooking group, a fine dining group, and a movie group. I just
recently bought a timeshare to ensure that I take at least one tropical vacation for myself
each year.

WORK-LIFE BALANCE

10

Many faculty members use more than one strategy to help maintain balance. One
mentioned the role friends and family play in helping achieve this.
I strive to maintain balance in several ways through participation in leisure activities.
First, I travel. This is usually short weekend-getaways, with a big trip once to twice per
year. There always seems to be an occasion to celebrate with either family or friends.
During the summer, we spend time with friends at the lake in the boat or at the pool. I
get out of the house to exercise about 45 minutes nearly every day to exercise.
Everyone manages their stress and finds relaxation in different ways. One specific
faculty member discussed how she finds her serenity in a few moments alone every day.
I maintain a sense of balance by exercising and prioritizing my daily tasks by making
lists. As a mom, it is important that I try and spend about an hour a day to myself. I
attempt to workout five days a week to have my own time without my kids or husband. I
love just going to the grocery store by myself.
Coping skills are a unique tool that all faculty members use when they need to reassess
themselves and make sure they are maintaining occupational balance. One participant discussed
actively using meditation as a strategy to maintain stress.
Meditation has been a godsend, Ive been practicing since 2001. I recognize when I get
stressed and need a break.
Another individual copes in a non-traditional way by simply taking some of the
emotional stress off of himself.
Giving myself permission to not be the subject expert is a way of mental coping for me.
Another way of coping is I made sure and got my roses cut back, pruned, and fertilized
for spring. I value my garden and if I hadnt done it, it would have been a source of
stress for me. Giving myself permission to do the things I enjoy.
Some faculty members stated that they also strive for work-life balance by leaving their
work at work and not taking it home with them. Many found that this allows them to relax and
spend time with their families while at home during the evenings. One faculty member said that
she designs and organizes the day in a manner way that allows this rule to be followed.

WORK-LIFE BALANCE

11

Some faculty members grade papers at home. In some instances I have had to, but
overall the classes I teach are designed with less big papers so I do not have to take
anything home with me. I have done this in the past and it did not work well for me.
I feel like I really learned how to not make more work for myself by using every minute
very efficiently. Sometimes I will even come in a half hour or hour before others do in
order to get stuff done and really manage my time.
Discussion & Implications for Practice
The data gathered from the seven participants was limited to what they were willing and
comfortable sharing with the interviewers. The four interviewers are current students of the
seven faculty members, and they were all present during the interview process. The presence of
the interviewers may have affected the faculty members responses because they may have been
more hesitate to disclosing more personal thoughts and experiences with their students. There
was only one male participant out of the seven, so there was an imbalance of male interviewee
participants in the study compared to female participants. Further research should involve a
greater representation of male participants in order to have an equal representation of male and
female participants in the study.
In addition to increasing the number of male participants, expanding the study to more
occupational therapy programs and their faculty members will allow provide more
generalizability to the study. Due to the study being limited to one occupational therapy
department, a general statement about work-life balance and faculty members cannot yet be
transferred across all occupational therapy faculty. Further research should expand this study to
more occupational therapy program, and eventually to other academic departments as well in
order to get a greater understanding of work-life balance among faculty members.
The research study will help current faculty members and students understand that
maintaining balance in ones professional and personal life is unique to each individual. Each
person will have a different definition of balance, and from that may cope with their definition of

WORK-LIFE BALANCE

12

stress in a different manner. However, this study also provides faculty with reassurance in that
they are not the only one experiencing the ongoing challenge of trying to maintain a healthy level
of balance in their life. Achieving and maintaining balance is important to help prevent a faculty
member from experiencing burnout, physical and mental health complications as a result of
stress. This study will encourage faculty to continue to strive toward balance in order to live full
and healthy lives.

WORK-LIFE BALANCE

13
References

Gupta, S., Paterson, M., von Zweck, C., & Lysaght, R. (2012). Using hermeneutics to understand
burnout and coping strategies utilized by occupational therapists. The qualitative Report,
17, 1-25. Retrieved from http://www.nova.edu/ssss/QR/QR17/sgupta.pdf
Hill, J. E., Hawkins, A. J., Ferris, M., & Weitzman, M. (2001). Finding an extra day a week: The
positive influence of perceived job flexibility on work and family life balance. Family
Relations, 50(1), 49-58.
Iqbal, A. & Kokash, H. (2011). Faculty perception of stress and coping strategies in a Saudi
private university: An exploratory study. International Education Studies, 4(3), 137-149.
Misra, J., Lundquist, J. H., & Templer, A. (2012). Gender, work time, and care responsibilities
among faculty. Sociological Forum, 27(2), 300-323.
DOI: 10.1111/j.1573-7861.2012.01319.x
Rozier, C. K., Gilkeson, G. E., & Hamilton, B. L. (1991). Job satisfaction of occupational
therapy faculty. American Journal of Occupational Therapy, 45(2), 160-165.
Sorcinelli, M., & Near, J. (1989). Relations between work and life away from work among
university faculty. The Journal of Higher Education, 60(1), 59-81.
Thorsen, E. J. (1996). Stress in academe: What bothers professors? Higher Education, 31(4),
471-489.
Westman, M., Brough, P., & Kalliath, T. (2009). Expert commentary on work-life balance and
crossover of emotions and experiences: Theoretical and practice advancements. Journal
of Organizational Behavior, 30(5), 587-595.

WORK-LIFE BALANCE

14
Appendix A

Interview Questions
1. What attracted you to the occupational therapy field?
2. Have you made any sacrifices in order to achieve work-life balance?
3. What leisure/family activities do you (OT faculty) engage in as a means of work-life
balance?
4. What does work-life balance mean to you?
5. Outside of your faculty position, where do your responsibilities lie professionally and
personally?
6. What do you feel is the most difficult aspect of balancing your professional and personal
life as a faculty member at Touro University Nevada.
7. Can you think of a time where you felt unbalanced in your professional/personal life and
what did you do to manage this feeling?
8. Has this been your only career? Have you had multiple roles in the OT field? Having
multiple
9. If you have used coping strategies in the past, what were they?
10. Being a faculty member or in academia, what leads to work-life imbalance?