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<p>Neoliberal tertiary education reforms have increased the workload of tertiary educators, while the ongoing restructure of vocational education has likely added stress to those who teach in this sector. In 2024, a qualitative study employing photo-elicitation was designed to explore how six creative (four) and performing arts (two) educators managed their work/life balance in a time of cyclic change in vocational education. An inductive thematic analysis of the interview data was undertaken, while the photographs were analysed through a lens developed by prominent visual methods pioneer Gillian Rose. Factors negatively affecting the participants’ work/life balance included the constant changes necessitated by the reform of vocational education, programme restructures, long working hours, and a heavy pastoral care load. Institutional factors that supported a work/life balance included being able to work from home and take children to work (before COVID-19 lockdowns) and having supportive managers and colleagues. On the individual level, protective factors for managing stress, included pets, nature, gardening, family, friends, exercise and desolation. Creative and performing arts educators demonstrate agency in adopting coping strategies to maintain their work/life balance, when navigating continual educational policy reforms and sector change.</p>

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Creative and Performing Arts Educators Visual Reflect on the Factors that Impact on their Work/Life Balance

  • 期刊论文

  • 发表日期：

    2025年6月13日

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  • Lee Smith,
  • Brenda Saris,
  • Nikko Hull,
  • Deidra Sullivan,
  • Kate Marshall,
  • Bret Nichols,
  • Emma Maddock

摘要

Neoliberal tertiary education reforms have increased the workload of tertiary educators, while the ongoing restructure of vocational education has likely added stress to those who teach in this sector. In 2024, a qualitative study employing photo-elicitation was designed to explore how six creative (four) and performing arts (two) educators managed their work/life balance in a time of cyclic change in vocational education. An inductive thematic analysis of the interview data was undertaken, while the photographs were analysed through a lens developed by prominent visual methods pioneer Gillian Rose. Factors negatively affecting the participants’ work/life balance included the constant changes necessitated by the reform of vocational education, programme restructures, long working hours, and a heavy pastoral care load. Institutional factors that supported a work/life balance included being able to work from home and take children to work (before COVID-19 lockdowns) and having supportive managers and colleagues. On the individual level, protective factors for managing stress, included pets, nature, gardening, family, friends, exercise and desolation. Creative and performing arts educators demonstrate agency in adopting coping strategies to maintain their work/life balance, when navigating continual educational policy reforms and sector change.