FACULTY DEVELOPMENT
To alleviate the stress of the situation, our study found that faculty members employ various coping mechanisms both during and after admissions interviews. For some, indulging in food and drink was perceived as helpful in offsetting negative moods and combatting stress levels. However, while these academics may have engaged in excessive eating, others reported having no appetite left by the end of the day. At both extremes, individual tendencies towards making healthy diet choices were suspended for the days of this non-routine task. Another common coping mechanism for respondents was social support. Most sought to overcome stress by socialising with colleagues. It is noteworthy, though, that even during these periods of relaxation, the topic of discussion often veered towards their interview experiences. Other participants preferred to seek social support from outside their working group, reasoning that they needed a change in people and HOW FACULTY MEMBERS COPE WITH STRESS
this coping mechanism could be accused of lacking empathy towards candidates, it was found to disengage faculty members from worries surrounding the outcome of the admissions interviews process. Another method deployed was the use of humour to enliven and refresh interview conversations. Among academics citing its use, the impression was that humour is not only refreshing for interview panellists but also helps candidates to relax. This perspective aligns with the results of studies that have delved into the benefits of using humour as a positive appraisal tool.
place to revive their senses. In addition, some professors opted for self-care activities, such as a visit to the hotel spa or gardening for those who were interviewing in their home towns. These activities can offer a welcome distraction after a long and difficult day. Speaking of distractions, affective detachment and adopting a process- oriented approach towards admissions interviews – in which the process is simply viewed as a task to be completed – was also found to be an effective means of coping with its associated levels of stress. While
colleagues should also be an ongoing agenda for business schools and not simply an objective-focused requirement. Occupational health and safety management is a primary responsibility of any organisation and business schools are no exception to this. Schools have a duty to ensure their faculty members are given the support and tools they need to handle stress. They must also look for ways that can free academics from institutional sources of anxiety, such as image management, which can affect both the nature of admissions interviews and that of the institute as a whole. Understanding how faculty members experience stress and taking steps to alleviate its sources will not only enhance an institution’s admissions process, but also positively impact on the acquisition and retention of academic talent.
In addition, institutions should provide academics with training on interpersonal dynamics and time management in relation to conducting interviews so that they can handle the process effectively, especially those who are new to it. Moreover, interview locations must be chosen carefully. Physical settings should encompass natural light and offer panellists the chance to take a break between interviews in which, ideally, they can access green spaces. This will better enable faculty to remain relaxed physically and mentally for the duration of the admissions process. Educating faculty about social and emotional coping strategies when facing potentially stressful situations is also important. Business schools should, for example, provide mindfulness training and raise awareness about the importance and value of social support and self-nurturing activities. Fostering a sense of camaraderie among faculty
40 | Ambition | MAY 2024
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