Technology and Work-Life Conflict of Academics in a South African Higher Education Institution

Abstract

The use of Information Communication Technologies (ICTs) to work after regular working hours has become prevalent in the academic profession. Although ICTs are known to enhance work flexibility, they also seem to encourage academics to use ICT devices after hours for work-related purposes. The objective of this study was to investigate the implications of technology-assisted supplemental work (TASW) on the work-life conflict (WLC) of academics. The moderating role of gender was also taken into consideration in investigating the relationship between TASW and WLC. The study adopted a quantitative research approach and made use of an online survey to collect data. The WLC scale and the TASW scale were used. The sample consisted of academics from a higher education in South Africa (n = 216). The results of the research revealed a significant relationship between TASW and WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender significantly moderated the relationship between TASW and WLC. This study contributes further knowledge to the emerging field of research relating to TASW in a South African context. This study also emphasises the implications of using ICTs and their potential to encourage academics to extend their working hours. This study therefore questions the benefits of this work flexibility that many academics are privileged to have from using ICTs.

DOI: 10.5901/mjss.2014.v5n2p629