Fiding1:Biographica Sample Of the 24,030 members who responded to the questionnaire,14,667 were employed (or principally employed)in higher education. Gender 55%of participants were female,45%were male. Sexuality 92%of participants were heterosexual,5%gay or lesbian and 3%bisexual. Ethnicity In terms of ethnicity,0.4%were Black or Black British-Caribbean;0.4%were Black or Black British-African;0.1%other Black background;1.1%were Asian or Asian British-Indian:0.2%were Asian or Asian British-Pakistani;0.1% Asian or Asian British-Bangladeshi:0.8%were Chinese:0.8%were of other Asian background;1.6%were of other(including mixed)background and 1.3% were Jewish.75%were White British,4.3%White Irish and 14%other White background. Disability 90%of the sample did not consider themselves disabled;7%identified themselves as disabled;and 3%were unsure if they were disabled. Job Of the 8,347 respondents from higher education who identified themselves as academic employees,21.6%worked in teaching or teaching-only positions, 6.5%were research-only,and 72%worked in teaching-and-research positions. Of the 3,128 respondents who indicated they were employed in academic- related roles,35.1%were managers,12.9%were administrators,11.2%were computing staff,5.9%were librarians,and 35%had other jobs.3 Mode of employment 84%worked on a full-time basis;13.6%worked part-time;1.6%were hourly- paid;and 0.5%indicated 'other'modes of employment. Terms of employment A considerable majority,88.3%,had an open-ended or permanent contract; 9.9%had a fixed-term contract;0.4%had a variable hours contract;0.6%had a zero hours contract;and 0.8%of respondents indicated 'other'terms of employment. Hours of work 9%of participants in higher education worked up to 30 hours per week,20% between 31 hours and 40 hours;40%worked between 41 and 50 hours a week;23%worked between 51 and 60 hours a week;8%worked more than 60 hours a week.In all,80%of respondents employed on a full-time contract worked more than 40 hours a week and 36%worked more than 50 hours a week. 3 These categories are not mutually exclu- sive as a high proportion of respondents (9.1%)identified themselves as both academic and academic-related,for example as both teachers and managers. 11
11 Sample Of the 24,030 members who responded to the questionnaire, 14,667 were employed (or principally employed) in higher education. Gender 55% of participants were female, 45% were male. Sexuality 92% of participants were heterosexual, 5% gay or lesbian and 3% bisexual. Ethnicity In terms of ethnicity, 0.4% were Black or Black British – Caribbean; 0.4% were Black or Black British – African; 0.1% other Black background; 1.1% were Asian or Asian British – Indian; 0.2% were Asian or Asian British – Pakistani; 0.1% Asian or Asian British - Bangladeshi; 0.8% were Chinese; 0.8% were of other Asian background; 1.6% were of other (including mixed) background and 1.3% were Jewish. 75% were White British, 4.3% White Irish and 14% other White background. Disability 90% of the sample did not consider themselves disabled; 7% identified themselves as disabled; and 3% were unsure if they were disabled. Job Of the 8,347 respondents from higher education who identified themselves as academic employees, 21.6% worked in teaching or teaching-only positions, 6.5% were research-only, and 72% worked in teaching-and-research positions. Of the 3,128 respondents who indicated they were employed in academicrelated roles, 35.1% were managers, 12.9% were administrators, 11.2% were computing staff, 5.9% were librarians, and 35% had other jobs. 3 Mode of employment 84% worked on a full-time basis; 13.6% worked part-time; 1.6% were hourlypaid; and 0.5% indicated ‘other’ modes of employment. Terms of employment A considerable majority, 88.3%, had an open-ended or permanent contract; 9.9% had a fixed-term contract; 0.4% had a variable hours contract; 0.6% had a zero hours contract; and 0.8% of respondents indicated ‘other’ terms of employment. Hours of work 9% of participants in higher education worked up to 30 hours per week, 20% between 31 hours and 40 hours; 40% worked between 41 and 50 hours a week; 23% worked between 51 and 60 hours a week; 8% worked more than 60 hours a week. In all, 80% of respondents employed on a full-time contract worked more than 40 hours a week and 36% worked more than 50 hours a week. Findings 1:Biographical information 3 These categories are not mutually exclusive as a high proportion of respondents (9.1%) identified themselves as both academic and academic-related, for example as both teachers and managers
Finding2:Responses to HSEstresqustoaire (3) Different groups at work demand things DEMANDS from me that are hard to combine(n=14,598) 45% 40% A typical snapshot 35% UCU members in higher 30% 25% education said they often had 20% demands from different 15% % groups at work that were 5% difficult to combine.They ALWAYS NEVER often had to work very OFTEN SOMETIMES SELDOM quickly and very intensively, 17.6% 36.7% 34.2% 10.1% 15% sometimes under unrealistic Q3 HSE scale out of 5* time pressures.Respondents working in higher education Higher education 2.41 sometimes neglected some tasks because they had too (6) I have unachievable deadlines (n=14,636) much to do and sometimes felt their deadlines to be 45% unachievable.They often felt 40% pressurised to work long 35% 30% hours,and were sometimes 25% unable to take sufficient 20% 1 breaks. 10% ALWAYS OFTEN SOMETIMES SELDOM NEVER 8.2% 24.2% 414% 21.4% 4.7% Q6 HSE scale out of 5* Higher education 2.90 (9)I have to work very intensively(n=14,628) 50% 45% 15% 10% 5% ALWAYS OFTEN SOMETIMES SELDOM NEVER 34.6% 44.3% 19.2% 1.5% 0.4% Q9 HSE scale out of 5* Higher education 1.89 1=low well-being:5=high well-being 12
(3) Different groups at work demand things from me that are hard to combine (n=14,598) 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 17.6% 36.7% 34.2% 10.1% 1.5% Q3 HSE scale out of 5* Higher education 2.41 (6) I have unachievable deadlines (n=14,636) 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 8.2% 24.2% 41.4% 21.4% 4.7% Q6 HSE scale out of 5* Higher education 2.90 (9) I have to work very intensively (n=14,628) 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 34.6% 44.3% 19.2% 1.5% 0.4% Q9 HSE scale out of 5* Higher education 1.89 12 A typical snapshot UCU members in higher education said they often had demands from different groups at work that were difficult to combine. They often had to work very quickly and very intensively, sometimes under unrealistic time pressures. Respondents working in higher education sometimes neglected some tasks because they had too much to do and sometimes felt their deadlines to be unachievable. They often felt pressurised to work long hours, and were sometimes unable to take sufficient breaks. * 1 = low well-being; 5 = high well-being Findings 2:Responses toHSE stressquestionnaire DEMANDS
(12)I have to neglect some tasks because I have too much to do (n=14,594) 3 25% 20% 5% 0 ALWAYS OFTEN SOMETIMES SELDOM NEVER 20.0% 34.5% 34.6% 93% 1.6% Q12 HSE scale out of 5* Higher education 2.38 (16)I am unable to take sufficient breaks(n=14,596) ALWAYS OFTEN SOMETIMES SELDOM NEVER 1.3% 23.2% 28.5% 25.5% 1.6% Q16 HSE scale out of 5* Higher education 3.03 (18)I am pressured to work long hours(n=14,590) ALWAYS OFTEN SOMETIMES SELDOM NEVER 2.4% 27.8% 25.9% 16.3% 17% Q18 HSE scale out of 5* Higher education 2.59 *1=low well-being:5=high well-being 13
13 * 1 = low well-being; 5 = high well-being (12) I have to neglect some tasks because I have too much to do (n=14,594) 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 20.0% 34.5% 34.6% 9.3% 1.6% Q12 HSE scale out of 5* Higher education 2.38 (16) I am unable to take sufficient breaks (n=14,596) 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 11.3% 23.2% 28.5% 25.5% 11.6% Q16 HSE scale out of 5* Higher education 3.03 (18) I am pressured to work long hours (n=14,590) 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 22.4% 27.8% 25.9% 16.3% 7.7% Q18 HSE scale out of 5* Higher education 2.59
(20)I have to work very fast(n=14,522) 45% 40% 30% 25% 20% 15% 0% 5 ALWAYS OFTEN SOMETIMES SELDOM NEVER 18.5% 371% 36.8% 6.7% 09% Q20 HSE scale out of 5* Higher education 2.34 (22)I have unrealistic time pressures(n=14,570) 40% 35% 30% 5% 20 5% 5% ALWAYS OFTEN SOMETIMES SELDOM NEVER 17.6% 29.5% 34.0% 15.3% 3.5% Q22 HSE scale out of 5* Higher education 2.58 Demands:summary HSE scale out of 5* Comparison of the UCU data with Higher education 2.52 the results of the Health and Safety HSE 2008 survey target group mean average 3.44 Executive's 2008 survey Psycho- social Working Conditions in Britain UCU 2012 stress survey sector results:DEMANDS in 2008 indicated considerably less (1=low well-being,5=high well-being) well-being in higher education than the HSE target industries,including education,in relation to the 3 demands made on employees. 2 HIGHER FURTHER ADULT PRISON HSE EDUCATIONEDUCATIONEDUCATION EDUCATION AVERAGE 2.52%2.43% 2.63% 2.67% 3.4% 1=low well-being:5=high well-being 14
(20) I have to work very fast (n=14,522) 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 18.5% 37.1% 36.8% 6.7% 0.9% Q20 HSE scale out of 5* Higher education 2.34 (22) I have unrealistic time pressures (n=14,570) 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 17.6% 29.5% 34.0% 15.3% 3.5% Q22 HSE scale out of 5* Higher education 2.58 14 * 1 = low well-being; 5 = high well-being HSE scale out of 5* Higher education 2.52 HSE 2008 survey target group mean average 3.44 UCU 2012 stress survey sector results: DEMANDS (1=low well-being, 5=high well-being) 5 4 3 2 1 0 HIGHER FURTHER ADULT PRISON HSE EDUCATION EDUCATION EDUCATION EDUCATION AVERAGE 2.52% 2.43% 2.63% 2.67% 3.44% Demands: summary Comparison of the UCU data with the results of the Health and Safety Executive’s 2008 survey Psychosocial Working Conditions in Britain in 2008 indicated considerably less well-being in higher education than the HSE target industries, including education, in relation to the demands made on employees
(2) I can decide when to take a break(n=14,616) CONTROL 50% 45% A typical snapshot 40% UCU members in higher education said they often had 25% control over their work pace, and could often decide when 10% to take a break.They ALWAYS OFTEN SOMETIMES SELDOM NEVER sometimes had a choice in deciding what they do at 31.4% 42.5% 19.2% 5.6% 1.3% work and often had a say in HSE scale out of 5* the way they work. Q2 Respondents from higher Higher education 3.97 education indicated that their working time was often (10)I have a say in my own work speed (n=14,611) flexible. 45% 40% 35% 25 10% 0 ALWAYS OFTEN SOMETIMES SELDOM NEVER 8,5% 34.9% 36.7% 15.4% 4.5% Q10 HSE scale out of 5* Higher education 3.27 (15)I have a choice in deciding how I do my work(n=14,566) 60% 50 40% 30% 20% 10% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 13.9% 50.2% 277% 6.7% 1.5% Q15 HSE scale out of 5* Higher education 3.68 15
15 (2) I can decide when to take a break (n=14,616) 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 31.4% 42.5% 19.2% 5.6% 1.3% Q2 HSE scale out of 5* Higher education 3.97 A typical snapshot UCU members in higher education said they often had control over their work pace, and could often decide when to take a break. They sometimes had a choice in deciding what they do at work and often had a say in the way they work. Respondents from higher education indicated that their working time was often flexible. CONTROL (10) I have a say in my own work speed (n=14,611) 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 8.5% 34.9% 36.7% 15.4% 4.5% Q10 HSE scale out of 5* Higher education 3.27 (15) I have a choice in deciding how I do my work (n=14,566) 60% 50% 40% 30% 20% 10% 0% ALWAYS OFTEN SOMETIMES SELDOM NEVER 13.9% 50.2% 27.7% 6.7% 1.5% Q15 HSE scale out of 5* Higher education 3.68