{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:985"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:985","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Faculty burnout in Wisconsin private institutions of higher education : a mixed- methods study of faculty burnout within Wisconsin Association of Independent Colleges and Universities member institutions","abstract":"Mazzone-Danek, Gina Elizabeth The Wisconsin Association of Independent Colleges and Universities (WAICU) member institutions, serve a large number of first-generation, minority, and Pell-eligible students who require additional faculty, staff, and institutional support to be successful during their higher education careers. WAICU faculty members play an important role in creating positive student experiences and assisting students in accomplishing their higher education goals. However, as faculty members take on additional work responsibilities, struggle with institutional financial instability, adjust to the ever-changing landscape of higher education, create innovative programs and curriculum, and adapt to the educational needs of their students, faculty burnout has become a significant concern. There is a need for leaders in higher education to understand the experiences of faculty members who are experiencing burnout. Using a mixed method, explanatory sequential design, this research investigated variables that may impact faculty burnout within WAICU and the experiences of faculty members who have been identified as experiencing a significant level of burnout via the Maslach Burnout Inventory™ - Educators Survey (MBI-ES). Quantitative findings from the 129 MBI-ES participants revealed that although some WAICU faculty members were experiencing faculty burnout at the time of this research, they were not experiencing significantly higher levels of faculty burnout than the normative data group. Additional findings from the quantitative research survey found that levels of faculty burnout within the emotional exhaustion dimension varied significantly on the basis of faculty status (full-time; part-time; adjunct) and faculty primary discipline areas. One-on-one, virtual, semi-structured interviews with faculty members experiencing statistically significant levels of burnout resulted in the development of three themes of variables that impact the faculty burnout experience within WAICU member institutions. These themes are: a) Student related variables, b) Institutional related variables, and c) Individual faculty variables. This study contributes directly to the growing body of research on faculty burnout and the experience of faculty members suffering from burnout and its related symptoms and offers suggestions for WAICU institutions and administrators on how they can support faculty members experiencing symptoms of burnout and reduce burnout risk. Additional support and risk mitigation for faculty burnout allows faculty members to focus on innovating and supporting their students and institutions while realigning with institutional missions and visions. Further research should focus on additional factors that may impact the experience of faculty burnout within WAICU (student preparedness for higher education; course level(s) being taught; class size), the specific experiences of minority, transgender, and non-gender conforming faculty members in relation to burnout, and a comparison between the results of this study and those of individual WAICU institutions and their faculty members.","abstract_html":"Mazzone-Danek, Gina Elizabeth The Wisconsin Association of Independent Colleges and Universities (WAICU) member institutions, serve a large number of first-generation, minority, and Pell-eligible students who require additional faculty, staff, and institutional support to be successful during their higher education careers. WAICU faculty members play an important role in creating positive student experiences and assisting students in accomplishing their higher education goals. However, as faculty members take on additional work responsibilities, struggle with institutional financial instability, adjust to the ever-changing landscape of higher education, create innovative programs and curriculum, and adapt to the educational needs of their students, faculty burnout has become a significant concern. There is a need for leaders in higher education to understand the experiences of faculty members who are experiencing burnout. Using a mixed method, explanatory sequential design, this research investigated variables that may impact faculty burnout within WAICU and the experiences of faculty members who have been identified as experiencing a significant level of burnout via the Maslach Burnout Inventory™ - Educators Survey (MBI-ES). Quantitative findings from the 129 MBI-ES participants revealed that although some WAICU faculty members were experiencing faculty burnout at the time of this research, they were not experiencing significantly higher levels of faculty burnout than the normative data group. Additional findings from the quantitative research survey found that levels of faculty burnout within the emotional exhaustion dimension varied significantly on the basis of faculty status (full-time; part-time; adjunct) and faculty primary discipline areas. One-on-one, virtual, semi-structured interviews with faculty members experiencing statistically significant levels of burnout resulted in the development of three themes of variables that impact the faculty burnout experience within WAICU member institutions. These themes are: a) Student related variables, b) Institutional related variables, and c) Individual faculty variables. This study contributes directly to the growing body of research on faculty burnout and the experience of faculty members suffering from burnout and its related symptoms and offers suggestions for WAICU institutions and administrators on how they can support faculty members experiencing symptoms of burnout and reduce burnout risk. Additional support and risk mitigation for faculty burnout allows faculty members to focus on innovating and supporting their students and institutions while realigning with institutional missions and visions. Further research should focus on additional factors that may impact the experience of faculty burnout within WAICU (student preparedness for higher education; course level(s) being taught; class size), the specific experiences of minority, transgender, and non-gender conforming faculty members in relation to burnout, and a comparison between the results of this study and those of individual WAICU institutions and their faculty members.","abstract_has_math":false,"creators":["Mazzone-Danek, Gina Elizabeth"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["Burn out (Psychology)","Universities and colleges--Faculty","Education, Higher--Wisconsin","Depersonalization","Faculty burnout","Emotional exhaustion","Personal accomplishment","Innovation","Student service","Institutional service"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/985","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mazzone-Danek, Gina Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Burn out (Psychology)","Universities and colleges--Faculty","Education, Higher--Wisconsin","Depersonalization","Faculty burnout","Emotional exhaustion","Personal accomplishment","Innovation","Student service","Institutional service"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/985"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Mazzone-Danek, Gina Elizabeth The Wisconsin Association of Independent Colleges and Universities (WAICU) member institutions, serve a large number of first-generation, minority, and Pell-eligible students who require additional faculty, staff, and institutional support to be successful during their higher education careers. WAICU faculty members play an important role in creating positive student experiences and assisting students in accomplishing their higher education goals. However, as faculty members take on additional work responsibilities, struggle with institutional financial instability, adjust to the ever-changing landscape of higher education, create innovative programs and curriculum, and adapt to the educational needs of their students, faculty burnout has become a significant concern. There is a need for leaders in higher education to understand the experiences of faculty members who are experiencing burnout. Using a mixed method, explanatory sequential design, this research investigated variables that may impact faculty burnout within WAICU and the experiences of faculty members who have been identified as experiencing a significant level of burnout via the Maslach Burnout Inventory™ - Educators Survey (MBI-ES). Quantitative findings from the 129 MBI-ES participants revealed that although some WAICU faculty members were experiencing faculty burnout at the time of this research, they were not experiencing significantly higher levels of faculty burnout than the normative data group. Additional findings from the quantitative research survey found that levels of faculty burnout within the emotional exhaustion dimension varied significantly on the basis of faculty status (full-time; part-time; adjunct) and faculty primary discipline areas. One-on-one, virtual, semi-structured interviews with faculty members experiencing statistically significant levels of burnout resulted in the development of three themes of variables that impact the faculty burnout experience within WAICU member institutions. These themes are: a) Student related variables, b) Institutional related variables, and c) Individual faculty variables. This study contributes directly to the growing body of research on faculty burnout and the experience of faculty members suffering from burnout and its related symptoms and offers suggestions for WAICU institutions and administrators on how they can support faculty members experiencing symptoms of burnout and reduce burnout risk. Additional support and risk mitigation for faculty burnout allows faculty members to focus on innovating and supporting their students and institutions while realigning with institutional missions and visions. Further research should focus on additional factors that may impact the experience of faculty burnout within WAICU (student preparedness for higher education; course level(s) being taught; class size), the specific experiences of minority, transgender, and non-gender conforming faculty members in relation to burnout, and a comparison between the results of this study and those of individual WAICU institutions and their faculty members."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Faculty burnout in Wisconsin private institutions of higher education : a mixed- methods study of faculty burnout within Wisconsin Association of Independent Colleges and Universities member institutions"]}]}],"canonical_facts":{"dc:creator":["Mazzone-Danek, Gina Elizabeth"],"dc:date":["2025"],"dc:description":["Mazzone-Danek, Gina Elizabeth The Wisconsin Association of Independent Colleges and Universities (WAICU) member institutions, serve a large number of first-generation, minority, and Pell-eligible students who require additional faculty, staff, and institutional support to be successful during their higher education careers. WAICU faculty members play an important role in creating positive student experiences and assisting students in accomplishing their higher education goals. However, as faculty members take on additional work responsibilities, struggle with institutional financial instability, adjust to the ever-changing landscape of higher education, create innovative programs and curriculum, and adapt to the educational needs of their students, faculty burnout has become a significant concern. There is a need for leaders in higher education to understand the experiences of faculty members who are experiencing burnout. Using a mixed method, explanatory sequential design, this research investigated variables that may impact faculty burnout within WAICU and the experiences of faculty members who have been identified as experiencing a significant level of burnout via the Maslach Burnout Inventory™ - Educators Survey (MBI-ES). Quantitative findings from the 129 MBI-ES participants revealed that although some WAICU faculty members were experiencing faculty burnout at the time of this research, they were not experiencing significantly higher levels of faculty burnout than the normative data group. Additional findings from the quantitative research survey found that levels of faculty burnout within the emotional exhaustion dimension varied significantly on the basis of faculty status (full-time; part-time; adjunct) and faculty primary discipline areas. One-on-one, virtual, semi-structured interviews with faculty members experiencing statistically significant levels of burnout resulted in the development of three themes of variables that impact the faculty burnout experience within WAICU member institutions. These themes are: a) Student related variables, b) Institutional related variables, and c) Individual faculty variables. This study contributes directly to the growing body of research on faculty burnout and the experience of faculty members suffering from burnout and its related symptoms and offers suggestions for WAICU institutions and administrators on how they can support faculty members experiencing symptoms of burnout and reduce burnout risk. Additional support and risk mitigation for faculty burnout allows faculty members to focus on innovating and supporting their students and institutions while realigning with institutional missions and visions. Further research should focus on additional factors that may impact the experience of faculty burnout within WAICU (student preparedness for higher education; course level(s) being taught; class size), the specific experiences of minority, transgender, and non-gender conforming faculty members in relation to burnout, and a comparison between the results of this study and those of individual WAICU institutions and their faculty members."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/985"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Burn out (Psychology)","Universities and colleges--Faculty","Education, Higher--Wisconsin","Depersonalization","Faculty burnout","Emotional exhaustion","Personal accomplishment","Innovation","Student service","Institutional service"],"dc:title":["Faculty burnout in Wisconsin private institutions of higher education : a mixed- methods study of faculty burnout within Wisconsin Association of Independent Colleges and Universities member institutions"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}