This paper explores the importance of Generation Z equipping organizational resilience through unlearning and relearning workplace behaviors. Through this, the paper will address…
Abstract
Purpose
This paper explores the importance of Generation Z equipping organizational resilience through unlearning and relearning workplace behaviors. Through this, the paper will address how such adaptive strategies foster Gen Z employees’ ability to stay fresh and effective under dynamic and ever-changing environments and boost innovation and overall workplace productivity.
Design/methodology/approach
This paper offers the author’s viewpoint based on their experience in an organization-based setup and its impact on Gen Zers behavior; unlearn and relearn the workplace-based behavior.
Findings
The resilience of Gen Z is made possible through the ability of the generation to unlearn outdated practices and embrace continuous learning in their life. Such behavior would enhance organizational success by increasing adaptability, engagement, and innovation, especially in workplaces.
Originality/value
This study sheds light on how Generation Z could leverage unlearning and relearning to create organizational resilience. This study bridges the gap between the studies concerning generational behavioral patterns and, thus, brings to light the concept of continuous behavioral adaptation in the modern workplace.
Details
Keywords
The purpose of this paper is to explore the impact of the seemingly entrenched culture of “publish or perish” on academics’ and lecturers’ mental health in academia. From an…
Abstract
Purpose
The purpose of this paper is to explore the impact of the seemingly entrenched culture of “publish or perish” on academics’ and lecturers’ mental health in academia. From an autoethnographic perspective, personal experiences of stress, anxiety and burnout are articulated and considered in terms of broader system issues within academia.
Design/methodology/approach
Using personal reflections on publication pressure and combining that with the broader existing literature on mental health in academia, this paper, like the ones mentioned above, has been written with autoethnography as the research mode. Autoethnography is a research method that allows for profoundly exploring personal experiences but frames them in a broader academic context, thereby allowing for a qualitative analysis of academics’ mental health challenges.
Findings
The pressure to publish in high-impact journals puts a person under a level of mental health stress that includes feeling anxious, feeling like an impostor and suffering from burnout. Therefore, this very unfitting competitive environment requires institutional support and strategies to mitigate the stress associated with publication.
Originality/value
This paper offers an autoethnographic view of the mental health difficulties in academia, providing a firsthand account of the emotional toll of academic publishing. This paper fleshes out the burgeoning discourse surrounding mental health within higher education by connecting personal experiences with systemic issues, pointing to changes in culture and structure.