From Pressure to Progress: Examining Teaching Demands and Resources in Private Higher Education Institutes of India
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| Title: | From Pressure to Progress: Examining Teaching Demands and Resources in Private Higher Education Institutes of India |
|---|---|
| Language: | English |
| Authors: | Seema Sharma, Santoshi Sengupta (ORCID |
| Source: | Higher Education Research and Development. 2025 44(7):1742-1756. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Private Education, Private Colleges, Higher Education, College Faculty, Teacher Role, Role Conflict, Ambiguity (Context), Faculty Workload, Stress Variables, Fatigue (Biology), Emotional Response, Privatization |
| Geographic Terms: | India |
| DOI: | 10.1080/07294360.2025.2486186 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Amid the rapid expansion of private higher education institutes (HEIs) across the Asia-Pacific region, this qualitative research explores the teaching demands faced by professors and the personal resources they employ to navigate these challenges. Drawing on the Job Demands and Resources (JD-R) theory, the study conducted in-depth interviews with twenty-one professors from private HEIs in India. The findings highlight three primary teaching demands: job role ambiguity, workload stress, and emotional strain, which are prevalent not only in India but resonate throughout the Asia-Pacific region. Correspondingly, three critical personal resources -- positive outlook, personal mastery, and camaraderie -- emerge as essential tools for professors in managing these challenges. These resources reflect broader socio-cultural dynamics and institutional pressures that are common across various educational landscapes in the region. This study not only underscores the vital role of personal and collective resources in addressing the demands within private HEIs but also extends the JD-R theory by incorporating the cultural and regulatory nuances specific to the Asia-Pacific educational sector. Theoretical and practical implications are discussed, suggesting pathways for enhancing faculty support and institutional policies in private HEIs across the region, thereby contributing to the global discourse on higher education challenges and resilience strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503518 |
| Database: | ERIC |
| Abstract: | Amid the rapid expansion of private higher education institutes (HEIs) across the Asia-Pacific region, this qualitative research explores the teaching demands faced by professors and the personal resources they employ to navigate these challenges. Drawing on the Job Demands and Resources (JD-R) theory, the study conducted in-depth interviews with twenty-one professors from private HEIs in India. The findings highlight three primary teaching demands: job role ambiguity, workload stress, and emotional strain, which are prevalent not only in India but resonate throughout the Asia-Pacific region. Correspondingly, three critical personal resources -- positive outlook, personal mastery, and camaraderie -- emerge as essential tools for professors in managing these challenges. These resources reflect broader socio-cultural dynamics and institutional pressures that are common across various educational landscapes in the region. This study not only underscores the vital role of personal and collective resources in addressing the demands within private HEIs but also extends the JD-R theory by incorporating the cultural and regulatory nuances specific to the Asia-Pacific educational sector. Theoretical and practical implications are discussed, suggesting pathways for enhancing faculty support and institutional policies in private HEIs across the region, thereby contributing to the global discourse on higher education challenges and resilience strategies. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2486186 |
