Burnout among university accounting educators in Australia and New Zealand: determinants and implications

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dc.contributor.authorVesty, G.
dc.contributor.authorSridharan, V.
dc.contributor.authorNorthcott, D.
dc.contributor.authorDellaportas, S.
dc.contributor.editorSmith, T.
dc.date.issued2018
dc.descriptionPublished Online March 9 2016
dc.description.abstractIncreased teaching workloads combined with pressures to publish in limited outlets has intensified the burnout potential among accounting educators in Australia and New Zealand. However, amongst the few studies on tertiary accounting education, the focus has so far been only on burnout arising from student contact intensity. We broaden this literature by examining how other worklife characteristics contribute to burnout. Based on 158 responses from Australian and New Zealand accounting academics, we find evidence for emotional exhaustion due to high workload. However, professional efficacy continues to remain high. Qualitative responses offer deeper insights on how various burnout factors are interrelated.
dc.description.statementofresponsibilityGillian Vesty, VG Sridharan, Deryl Northcott, Steven Dellaportas
dc.identifier.citationAccounting and Finance, 2018; 58(1):255-277
dc.identifier.doi10.1111/acfi.12203
dc.identifier.issn0810-5391
dc.identifier.issn1467-629X
dc.identifier.orcidSridharan, V. [0000-0002-6501-0694]
dc.identifier.urihttp://hdl.handle.net/2440/109502
dc.language.isoen
dc.publisherWiley
dc.rights© 2016 AFAANZ
dc.source.urihttps://doi.org/10.1111/acfi.12203
dc.subjectBurnout, emotional exhaustion, Maslach Burnout Inventory, professional efficacy, tertiary accounting
dc.titleBurnout among university accounting educators in Australia and New Zealand: determinants and implications
dc.typeJournal article
pubs.publication-statusPublished

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