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While the Department’s curriculum provides all concentrators with hands-on, small-group instruction in historical method, many students may wish to have an even more individualized research experience at some point during their undergraduate careers. The History Department currently facilitates four kinds of independent research experience for Harvard undergraduates: (1) term-time independent study, known as History 91r ; (2) term-time work with faculty on research projects, known as History Lab or History 92r ; (3)  summer research grants for students planning to write a Senior Thesis; and (4)  Research Assistantships with faculty members.

History 91r

Juniors and seniors who wish to pursue an independent course of study with a faculty member may apply to enroll in History 91r. Ordinarily, students must have already taken at least one regular course in History that would provide background for their special reading and research. Each History 91r will have its own requirements, as the instructor in each case sets them. But they must include at least the following: (1) a thirty minute oral examination at the end of the course, given by the instructor and one other member of the Department; and (2) a paper at least ten pages long, submitted to the instructor and graded by him or her. A bibliography of all reading in the course and a copy of the paper must be filed in the History Undergraduate Office at the end of the term before the Director of Undergraduate Studies will forward the grade to the Registrar’s Office. A 91r may not be taken pass/fail.

Instructions & Application Form for History 91r

History 92r

History Lab offers History concentrators and other students a chance to spend a semester working with History faculty on faculty research projects. Outcomes will include familiarity with a range of digital tools for research and data visualization and insights on how to design and execute a major research project. Students will be assessed on the basis of blogs and presentations of research assignments. Consult http://dighist.fas.harvard.edu for more details.

Summer Thesis Research

It is not necessary to conduct summer research in order to write an excellent senior thesis. Many students do, however, choose to take advantage of the many generous thesis research grants available to visit libraries, archives, and historic sites around the world. The History Undergraduate Office holds a meeting every December for juniors interested in applying for thesis research grants, introducing them to the process. The Tutorial Office also maintains a comprehensive database of Harvard grants available to our senior thesis writers and sample grant proposals that have been successful in previous years.

• Visit the Department’s thesis research grants page.
• Students should also remember to check Harvard’s Summer Funding Database , which allows one to search for grants by geographical location, concentration, and area of interest.

Job & Research Assistantship Listings

History faculty members often look for eager and qualified individuals to help them conduct research and prepare for their courses, and in many cases they find good matches among the student body. For students, the chance to be a Research Assistant is one of the best ways to sit at the elbow of a practicing historian and learn the disciplinary techniques and standards that make one's classroom experience come alive, and which can contribute to writing a stellar senior thesis.

Many faculty hire research assistants from among the students who take their classes, but some seek them by posting job announcements with the Department or the Student Employment Office (SEO).

• See research & employment opportunities below
• Visit the Student Employment Office’s jobs database .
• Consult research assistantship listings on the websites of affiliated departments and centers on campus, such as the Center for European Studies .
• Check out Radcliffe's Research Partnership Program for research opportunties working with a Radcliffe Institute Fellow

---------------------------------------- Posted February 14, 2024

Research Assistant Opportunity

Scientific Expeditions and New Imperialism I’m a PhD student in the economics department at Harvard working on a project examining how scientific expeditions conditioned public interest in imperialism in 19th century Britain. We are working with expedition log books from the UK National Archives, and are seeking a transcriber to work on a freelance basis who is highly experienced in working with 18th-19th century English manuscripts. A sample page is attached. The hourly pay rate will be $25. Please send a brief CV and unofficial transcript to Matthew Lee Chen ( [email protected] ) if you are interested. We are looking to recruit someone as soon as possible, so please get in touch immediately if you are interested.

Listings for Summer Opportunities

Summer opportunities abound for history concentrators. Many choose to spend at least part of one summer either conducting research or participating in an academic program. If you are a junior interested in grants for summer thesis research, please visit our page dedicated to this subject and mark your calendars for our annual fellowships meeting on January 30, 2018, where the ADUS and DWF will discuss how to make your grant application as strong as possible.   Harvard's Centralized Application for Research and Travel (CARAT): https://apps2.registrar.fas.harvard.edu/carat   and the Office of Undergraduate Research and Fellowships are also terrific resources.

Even before thesis research, many opportunities exist for concentrators to spend their summer abroad. Some of these academic internships are quite specialized, such as the opportunity to work at Dumbarton Oaks, a research library that specializes in Byzantine, Garden and Landscape, and Pre-Columbian studies; Villa I Tatti , the Harvard University Center for Italian Renaissance Studies, offers a similarly focused internship program . Closer to home, concentrators interested in early America might want to check out the summer internship at Old Sturbridge Village , and library enthusiasts might be interested in the  Junior Fellows Summer Program at the Library of Congress (application due January 26, 2018). Other programs offer more general opportunities for summer research, such as the Harvard Center for History and Economics' summer travel grant to Cambridge University, or the many classes offered around the world by the Harvard Summer School —keep in mind that any history courses taken with Harvard History faculty can be counted towards concentration credit!

History concentrators also of course spend their summers in positions completely unrelated to their academic work as they try to figure out what to do after college. We not only support this, we highly encourage it! As you begin to look for these opportunities, use all the resources available to you, including the experiences of your fellow concentrators. The earlier you start planning for the summer, the better, and the staff at the Office of Career Services can help you with your search, interview prep, resume feedback, etc.

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Academic & Research

We aim to benefit humanity through our research, find out if you want to be part of something big and start a career with us, oxford in your day.

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At the heart of our success is our ground breaking research and innovation. Do you want to be part of an organisation that changes peoples lives? Do you want to make a difference?

We are committed to disciplinary excellence - across the medical sciences; the mathematical, physical and life sciences; the social sciences; and the humanities - and interdisciplinary research that will benefit society on a local, national and global scale. This requires extensive collaboration with leading university networks, public agencies and businesses in the UK and internationally.

We aim to maximise the benefits of our research by advancing fundamental knowledge, tackling major societal and technological challenges, and contributing to better public policy, improved health outcomes, economic prosperity, social cohesion, international development, community identity, the arts, culture and quality of life.

Research carried out by Oxford's staff, students and alumni has made an enormous impact on the world over the centuries. The impact of some research is evident immediately, whereas in other cases it can take years, or even decades, before the true value becomes apparent. There are no simple predictors of potential benefit or outcomes, and no single measure of impact. This is where the funding from research councils and charities is vital in supporting research which increases our fundamental understanding of the world and allows us to apply that improved knowledge.

If you are passionate about making a difference and would like to play a part in our world-leading research, come and join us.

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Academic researcher

Academic researchers carry out original, high-level research that generates knowledge and progresses current understanding

As an academic researcher you'll apply your expertise and skills developed through study and research. You'll aim to publish papers on your work in peer-reviewed, well-respected journals and write reports, books or chapters of books on your specialist area of knowledge.

You're also likely to be involved in the teaching and supervision of university students and speaking at conferences.

A significant amount of your time will be spent on planning research, attending meetings with colleagues and contributing to the strategic direction of your department or group.

Working as an academic researcher is the result of a significant amount of education, with a dedication to a subject area that you have studied intensively.

Types of academic researcher

Academic researchers may be employed in the following roles:

• PhD student or researcher
• postdoctoral research associate or assistant
• research associate or fellow
• higher education lecturer, senior lecturer, professor or reader.

As academic researchers are mainly based in universities, you will likely be employed as higher education teaching staff and will also carry out research. Some highly sought after roles are purely research based, but even posts such as postdoctoral researcher often have some teaching element.

You may also work outside of academia, employed by a private company, a government department, a research institute, or an NGO. If you are employed by a research institute you may deliver teaching in the associated university and supervise PhD, Masters and undergraduate projects as part of your role. This is often a strong factor in helping universities to attract the best students to their academic programmes.

Responsibilities

As an academic researcher, you'll need to:

• carry out original, high-level individual and collaborative research
• organise your own time and budget effectively, including for off-site and overseas visits
• analyse large sets of data and information, drawing relevant conclusions
• work to deadlines as required by fund or grant holder
• work on feasibility studies or pilot projects prior to gaining funding for research
• prepare and deliver presentations at national and international conferences to large audiences
• prepare and write high quality papers for submission to peer-reviewed journals and conference proceedings
• participate in group meetings with other researchers and support staff
• apply for sources of external funding in addition to that provided by your employer
• undertake thorough and comprehensive literature reviews
• teach undergraduate and postgraduate students
• develop knowledge and skills relating to the latest techniques and applications relevant to your area of interest and deliver training in research techniques and methods to colleagues and students
• develop positive working relationships with internal and external contacts
• comply with all health and safety and ethics requirements for research activities
• plan and develop future research objectives and proposals
• supervise students undertaking masters and PhD level projects
• manage academic staff if working at a more senior level.
• Funded PhD students usually receive a tax-free stipend in the form of a scholarship, bursary or Research Council Grant, but funding is also often sourced from industrial partners with an interest in the research outcomes - particularly in the STEM disciplines. The amount usually ranges from £15,000 to £20,000.
• The UKRI have recently increased the minimum stipend they offer PhD students to £18,622.
• Extra money may be paid for teaching and tutorial activities and laboratory demonstrating.
• Postdoctoral researchers' salaries range from £27,000 to £44,000.
• Senior researchers and senior lecturers can earn salaries ranging from £32,000 to £50,000.
• Salaries continue to rise significantly in higher level positions such as professor, reader and dean, where salaries can be in excess of £100,000.

Figures are intended as a guide only.

Working hours

Working hours are usually advertised as being 35 to 40 hours per week. In reality you'll work longer hours as required, in order to complete projects and reach publication deadlines and targets. This will include evenings and weekends. Time away from home may be common, depending on the nature of your specialism - for example, to complete scientific fieldwork overseas.

Employers will consider requests for flexible working arrangements, including part-time employment and job sharing. Options for remote work are also becoming more commonplace.

Highly experienced and knowledgeable academic researchers may work freelance, completing numerous short-term contracts. Some employers allow staff to request a period of sabbatical leave, normally lasting three to 12 months. This is typically unpaid, but working freelance or writing a book can develop long-term career prospects.

What to expect

• High-quality research is crucial to higher education institutions, as it ensures funding. You will be under pressure to publish research and show you are an integral part of the department's success.
• The working environment will vary depending on your specialist area, especially while completing fieldwork. It could involve working in noisy, dirty and potentially dangerous environments, and will involve some travel around the UK and potentially overseas. This is in contrast to other aspects of the role, which involve a lot of time sitting in front of a computer in an office or at home, analysing data and results, and writing reports and papers. Being unable to obtain meaningful results can be frustrating, so resilience and a positive outlook are crucial.
• Teaching, tutorials and supervising laboratory sessions all require extensive preparation, which is often done on an evening at home.
• Although work can be intense, you can manage your own time and usually work on a flexible schedule.
• You may need to take on several postdoctoral researcher roles at different institutions, both in the UK and sometimes internationally, before you secure a permanent post.
• Positions within the private sector can offer more job security as they are less dependent on funding.

Qualifications

To have a successful, long-term career as an academic researcher, you'll need to gain a degree relevant to your area of interest, followed by further qualifications and experience. It's a highly competitive field to enter, so strong evidence of the necessary skills and experience is crucial.

This usually involves completing a Masters course followed by a PhD. As part of your PhD you'll be expected to write a thesis of between 60,000 and 90,000 words, outlining your research plan.

It's relatively common for graduates with a four year undergraduate Masters qualification, such as MMath or MSci, to progress straight onto a PhD. The fourth year usually comprises a substantial research project, accounting for 60% to 100% of the course, which can evidence research, analytical and other relevant skills.

Some academic researchers enter the role following a successful career in industry, after gaining significant experience and completing relevant professional qualifications. This is likely to occur in more vocational areas, and so the lack of a PhD need not be a barrier to success. However research intensive universities may still prefer to recruit applicants offering higher level research qualifications.

You'll need:

• a high level of intellectual ability, to plan and carry out research
• technical aptitude, to learn how to use new equipment and emerging technology
• organisation skills, to plan your workload, support team members and manage large sets of data
• interpersonal skills, to develop strong working relationships
• critical thinking to solve high level problems
• excellent teamwork skills
• concise and meaningful written communication skills for publishing work, conference proceedings and funding bids
• a strong passion for your discipline and motivation to continue learning, reach deadlines and targets
• strong IT skills and excellent data analysis and statistical knowledge
• excellent verbal communication skills, to present ideas and conclusions in lectures and presentations
• budgeting skills to ensure funding covers all aspects of the project
• flexibility and resilience, to keep going when research doesn't generate results in the expected timescale.

Work experience

As the usual route into a successful career as an academic researcher is via a relevant PhD, you need to focus on gaining research experience that will help you to achieve this as a next step. Funded summer research internships for undergraduates are available at universities around the UK and involve working alongside PhD students and experienced researchers.

Research internships are often open to students from any institution, with successful applicants often having achieved exceptional results in their pre-university qualifications and first year undergraduate assessments. These opportunities may be based in research institutes, universities or a combination of the two, and are an ideal opportunity to demonstrate your potential to a future supervisor and develop your network.

Similarly, industry-based summer internships in a research and development environment can also provide excellent experience and insights. Some academic researchers enter the role with significant industry experience, rather than a PhD, so you should explore all relevant options and apply accordingly.

Other routes in include starting in positions working on research projects for other people in positions such as research assistant or research fellow. This allows you to gain relevant experience in the field and get paid while you do.

Universities are the main employers of academic researchers. Research institutes also employ staff carrying out academic research. They're often associated with one or more universities, and other relevant organisations such as a charity or other research institute. They may be housed within a university or elsewhere, and university employees often work within a research institute as part of their role. 

Opportunities exist to work in both types of institution in the UK and overseas. 

Look for job vacancies at:

• THE unijobs

Universities and research institutes usually advertise vacancies on their own websites. Relevant publications and specialist journals are also useful, as are social media channels such as X (formerly Twitter) and LinkedIn. 

You can also discover future possibilities at academic events and conferences by networking with relevant contacts to discuss collaborative work and potential future funding opportunities.

Long and short-term opportunities also exist in charities, NGOs, think tanks, consultancies and government departments, as well as in private companies. Short-term work is usually carried out on a freelance basis, where you'll research a topic for a client of the organisation. These opportunities are open to those with significant experience in a specialist area and may be carried out while working in another role or as a main source of income. Some academic researchers appear as experts on news programmes and documentaries, and may be involved in writing articles for national and international news outlets.

Professional development

As an academic researcher in a university, you'll have access to a range of training courses to enhance your effectiveness in the role such as IT, report writing, using data and statistics, media training, effective leadership, research techniques, administration and funding application training. These may be delivered as stand-alone courses or as part of a coordinated training programme aimed at PhD students or early career researchers. You may also have access to mentoring schemes and shadowing opportunities.

As an academic researcher, you are responsible for your own professional development and are expected to identify areas of need to focus on.

Some universities will require you to undertake a Postgraduate Certificate in Higher Education (PGCHE). You can undertake a PGCHE through part-time study on your own campus, or you may need to attend elsewhere. Some UK universities offer a blended-learning option. The cost of the course is almost always covered by your own university if taught by your institution. If your university doesn’t offer their own PGCHE, there are usually agreements that cover the cost of doing the course elsewhere.

Career prospects

Delivering positive outcomes in early roles in this career area will give you the best chance of long-term success. This requires strong performance while you:

• write and publish research papers in high-quality, peer-reviewed journals in line with departmental targets
• present at conferences, lectures and other teaching responsibilities
• contribute to writing bids and applications for research funding
• develop collaborative relationships with staff at other institutions.

Taking on additional responsibility, along with being a supportive and enthusiastic colleague, will also help. As you progress you'll gain more leadership and strategic responsibilities, so take any opportunities that allow you to demonstrate and develop these skills.

As your knowledge and reputation develop, you may be able to access increasingly senior opportunities outside academia in freelance and consulting roles. For example, experienced academic researchers often appear on documentaries, and occasionally play a role in the planning and design of TV programmes and series.

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Cancer Clinical Research Coordinator 2 -Neurosurgery (Hybrid)

🔍 school of medicine, stanford, california, united states.

Cancer Clinical Research Coordinator 2 – Neurosurgery (Hybrid)

The Stanford Cancer Institute (SCI) is one of an elite number of National Cancer Institute-Designated Comprehensive Cancer Centers in the country, and is a prominent, dynamic, and complex Institute within the Stanford University School of Medicine. The SCI actively works to build synergies and collaborations among faculty with cancer-relevant expertise from four Schools and over 30 departments across Stanford University. We seek a Clinical Research Coordinator 2 – Neurosurgery to help us enact our mission to reduce cancer mortality through comprehensive programs of cancer research, treatment, education, and outreach. Given the SCI’s mission, breadth, and depth, it employs over 320 staff members in a fast-paced, team-oriented, and forward-thinking environment with tremendous opportunities for personal and professional growth. The Stanford Cancer Institute’s Clinical Trials Office (SCI-CTO) enables our adult and pediatric cancer centers to translate research from the laboratory into the clinical setting and is integral to the mission of the Stanford Cancer Institute. You will be working with an unparalleled leading-edge community of faculty and staff who are fundamentally changing the world of health care in the cancer arena.  

Reporting to the Neurosurgery Clinical Research Manager, the Clinical Research Coordinator 2 – Neurosurgery will be conversant in the goals, mission, and priorities of the Institute, and utilize this knowledge to oversee complex clinical research trials. We are seeking candidates with excellent people and time management skills. Our staff run toward challenges, and you will have a demonstrated history of doing the same with a high degree of professionalism, initiative, and flexibility. Responsibilities include trial oversight and ensuring accrual targets are met.

Duties include*:

• Oversee subject recruitment and study enrollment goals. Determine effective strategies for promoting/recruiting research participants and retaining participants in long-term clinical trials.
• Oversee data management for research projects. Develop and manage systems to organize, collect, report, and monitor data collection. Extract, analyze, and interpret data.
• Develop project schedules, targets, measurements, and accountabilities, as assigned. Lead team meetings and prepare/approve minutes.
• Formally supervise, train, and/or mentor new staff or students, as assigned, potentially including hiring, preparing, or assisting with the preparation of performance evaluations, and performing related duties, in addition to instruction on project work.
• Audit operations, including laboratory procedures, to ensure compliance with applicable regulations; provide leadership in identifying and implementing corrective actions/processes. Monitor Institutional Review Board submissions and respond to requests and questions.
• Collaborate with principal investigators and study sponsors, monitor, and report serious adverse events, and resolve study queries.
• Provide leadership in determining, recommending, and implementing improvements to policies/processes; define best practices.
• Develop study budget with staff and principal investigator, identifying standard of care versus study procedures. Track patient and study specific milestones, and invoice sponsors according to study contract.
• Ensure regulatory compliance. Regularly inspect study document to ensure ongoing regulatory compliance.
• Work with principal investigator to ensure Investigational New Drug applications are submitted to the FDA when applicable. Ensure Institutional Review Board renewals are completed.

*- Other duties may also be assigned.

DESIRED QUALIFICATIONS:

• Oncology clinical trial coordination experience.
• Investigator Initiated clinical trial coordination experience.

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor's degree in a related field and two years of experience in clinical research, or an equivalent combination of education and relevant experience.

KNOWLEDGE, SKILLS, AND ABILITIES (REQUIRED):

• Strong interpersonal skills.
• Proficiency with Microsoft Office and database applications.
• Experience with research protocols and regulatory or governing bodies, which include HIPAA and FDA regulations, Institutional Review Board requirements, and Good Clinical Practices.
• Knowledge of medical terminology.

CERTIFICATIONS & LICENSES:

Society of Clinical Research Associates or Association of Clinical Research Professionals certification is preferred. May require a valid California Driver’s License.

PHYSICAL REQUIREMENTS*:

• Frequently stand, walk, twist, bend, stoop, squat and use fine light/fine grasping. 
• Occasionally sit, reach above shoulders, perform desk-based computer tasks, use a telephone and write by hand, lift, carry, push, and pull objects that weigh up to 40 pounds.
• Rarely kneel, crawl, climb ladders, grasp forcefully, sort and file paperwork or parts, rarely lift, carry, push, and pull objects that weigh 40 pounds or more.

* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

• Position may at times require the employee to work with or be in areas where hazardous materials and/or exposure to chemicals, blood, body fluid or tissues and risk of exposure to contagious diseases and infections.
• May require extended or unusual work hours based on research requirements and business needs.

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu .

The expected pay range for this position is $69,100 to $92,000 per annum.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form .

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

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Fall 2024, research internship, the hamilton project, economic studies.

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Thinking about a career in public policy? Committed to improving the world we live in? Think Brookings – one of the most influential, most quoted and most trusted think tanks!

Interns spend approximately 12 weeks working alongside leading experts in government and academia from all over the world. Brookings also offers students the opportunity to intern in departments such as communications, human resources and central operations management. The mission of the Internship Program is to provide students with a pre-professional learning experience that offers meaningful, practical work experience related to their field of study or career interest. Students engage in career exploration and development as well as learn new skills.

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This internship is an opportunity for undergraduate students in their junior or senior year and graduate students with an interest in economics to apply principles and theory learned in the classroom in a professional environment. Applicants must be willing to commit to a minimum number of hours per week (no less than 20 hours per week, during regular business hours), with some flexibility around an academic course schedule.

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Associations between perceived occupational stressors and symptoms severity of depression, anxiety and stress among academic faculty: First cross-sectional study from Qatar

• Dalal Hammoudi Halat 1 ,
• Manar E. Abdel-Rahman 2 ,
• Ghadir Fakhri Al-Jayyousi 2 &
• Ahmed Malki 1  

BMC Psychology volume  12 , Article number:  302 ( 2024 ) Cite this article

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Mental health concerns among university faculty are on the rise, with reports of anxiety, depression, and occupational stress, impacting the higher education community. In Qatar, an assessment of faculty mental health has not been previously realized. The objectives of the current study were twofold: Firstly, to evaluate the extent of perceived occupational stress, depression, anxiety, and stress, and secondly, to assess the association among these mental health parameters.

A cross-sectional study was conducted among faculty using an online, self-administered, anonymous, voluntary survey. All faculty were included by sending the survey to their institutional emails. In addition to faculty demographics and general health status, the survey measured perceived stress due to academic job roles using the Faculty Stress Index (FSI) with its five distinct domains, and assessed faculty mental health using the Depression, Anxiety, and Stress Scale-21 items (DASS-21). Modified Poisson regression with robust variance was used to assess how FSI influences levels of depression, anxiety, and stress.

A total of 112 faculty responded to the survey. The highest faculty self-perceptions of mental health conditions were for anxiety (63% at least moderate), followed by depression (30% at least moderate), and least for stress (26% at least moderate). The overall mean FSI score was 48.8 ± 29.4; time constraint and rewards and recognition domains scored highest (18.5 ± 11.4 and 13.3 ± 9.3 respectively) while the departmental influence domain scored least (4.8 ± 4.4). Increased risk of at least moderate levels of self-perceived depression and stress were significantly associated with higher FSI score (p˂0.001). Increased risk of at least moderate levels of depression were less likely among faculty aged 50 years and above ( p  = 0.034), while increased risk of at least moderate levels of anxiety were more likely among faculty from humanities colleges ( p  = 0.027).

Conclusions

This is the first investigation of university faculty mental health in Qatar, indicating multifactorial perceived occupational stress, associated with higher perceived severity of mental health conditions. These baseline results establish links between specific occupational stressors for faculty and their mental well-being. As such, assessment of mental health conditions, controlling occupational stress, and developing tailored mental health interventions for faculty, are strategic to implement and foster well-being of academics. Further research into mental health of faculty and designing effective interventions that consider their specific stressors and associated factors are warranted.

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Introduction

The World Health Organization (WHO) defines mental health as a state of mental well-being that enables individuals to cope with life stressors, realize their own potential, learn and work efficiently, and contribute to their community and to the socio-economic development [ 1 ]. However, achieving such level of mental well-being remains a persistent struggle, with over one billion individuals globally suffering the toll of a mental or an addictive disorder [ 2 ]. Recent estimates of mental health burden point out to over 400 million disability-adjusted life years (DALYs) attributable to mental disorders, accounting for 16% of global DALYs, and an associated economic encumbrance that amounts to about 5 trillion USD [ 3 ].

Among mental disorders, depression and anxiety appear to be the most disabling conditions, and both are ranked among the top 25 leading causes of disease burden worldwide [ 4 ]. A debilitating disease characterized by depressed mood, reduced interests, and compromised cognitive function, depression affects about 6% of the adult population worldwide [ 5 ], and is the second leading contributor to chronic disease burden [ 6 ]. On the other hand, anxiety constitutes the largest plethora of mental disorders in most Western societies and persists as a leading cause of disability, with persistent fear, avoidance of perceived threats, and possibly panic attacks [ 7 ]. The global prevalence of anxiety is around 3.6% [ 8 ], and is higher in developing countries [ 9 ]. Apart from depression and anxiety, mental stress is a common and collective aspect of human existence. Evidence indicates that around two-thirds of the general population have encountered mental stress in the last two weeks, with nearly half of them describing it as “moderate or high” [ 10 ]. Stress has been pondered since ancient times, and it lingers as a product of the rapid, interconnected, and technologically advanced society of the 21st century [ 11 ], resulting in physical and mental health issues affecting individuals’ overall well-being [ 12 ]. In the workplace, occupational stress is a major issue precipitated by various job demands and experiences with short- and long-term implications [ 13 ]. Defined as “harmful physical and emotional responses that occur when requirements of the job do not match the capabilities, resources, and needs of the worker” [ 14 ], occupational stress affects a minimum of one-third of employees in various sectors, and is linked to several other disorders including insomnia, cardiovascular diseases, diabetes, and depression [ 15 ].

Across academia, mental health concerns have been documented at all levels, from undergraduate to graduate students, through junior and senior faculty [ 16 ], and calls for conversation over this issue have been on the rise [ 17 ]. For university faculty, the typically heavy workload, often tied to internal or external deadlines, competition for research resources, and uncertain job opportunities, can negatively affect mental well-being. Poor management practices, along with inadequate recognition and rewards, might further exacerbate faculty mental health status [ 18 ]. Several other factors contribute to escalate this so-called “invisible crisis” of mental health in academia [ 19 , 20 ]. Among these are challenges with maintaining work-life balance, navigating interactions with students, changes in higher education and research structures, and the recent, unparalleled transformations in academia due to the lasting impact of the COVID-19 pandemic, all of which seem to influence the mental well-being of faculty [ 21 ]. As such, the constant pressured to meet various demands of student interaction [ 22 ], teaching [ 23 ], promotion [ 24 ] and other tasks exerts its toll on faculty well-being, affecting their mental health [ 25 ].

Described as being prevalent but often widely ignored [ 18 ], mental health concerns among faculty usually occur in silence. Faculty tend to conceal their mental health problems from others due to fear of anticipated stigma, consequences on their careers, and confidentiality. The stereotype of high performance and prosperous achievements, usually nurtured in faculty during their early training and education, is greatly challenged during the career span. The demands of academia consistently confront individuals with shortcomings, promote perfectionism and competitiveness, and drive high expectations. This, in turn, perpetuates to faculty the belief that mental illnesses are inherent weaknesses, and that seeking help is a barrier to academic success, easily setting the stage for symptoms of anxiety, depression, and stress among this population [ 26 ]. In a survey of faculty in 2022 in the US, more than 80% of the respondents reported lifetime history of mental-health difficulties, and nearly half reported a diagnosed mental disorder [ 27 ]. More specifically, and in a recent investigation of faculty from 10 universities, 5.5% had increased symptoms of depression, 11.5% had increased symptoms of anxiety, and 23.4% had moderate to high stress levels [ 28 ], highlighting the need for investigations and remedial actions directed towards faculty well-being.

In terms of occupational stress, and despite the teaching profession previously viewed as a low stress occupation and faculty being resented for tenure, light workloads, and flexibility [ 29 ], faculty experience higher than normal levels of stress and ranked as second employment category in terms of worse-than-average psychological well-being scores [ 30 ]. The influence of job demands and the effects of the academic environment on mental health of faculty has been previously described [ 31 , 32 , 33 ], and the Faculty Stress Index (FSI), initially developed by Gmelch, Wilke, and Lovrich [ 34 ] is a reasonably explored tool in this regard. Through an investigation of the multidimensionality of faculty pressures and a consideration of uniqueness of the academic career, the FSI assembles a spectrum of roles that faculty undertake as teacher, researcher, adviser, university citizen, and departmental colleague. To capture these different responsibilities, the FSI measures five domains of perceived faculty stress: (i) reward and recognition domain, which pertains to rewarding external expectations for community and university services; (ii) time constraints domain, which confronts the number of tasks faculty members usually incorporate within their professional lives, including general duties such as paperwork, meetings, phone and visitor interruptions, and sufficient time for professional development, teaching, and services; (iii) departmental influence domain, which focuses on the extent to which faculty perceive their department as controlling over their work or the level of autonomy they have within their departmental facets, such as resolving differences, knowing evaluative criteria, and influencing decisions at departmental/ institutional levels; (iv) professional identity domain, which refers to reputation as a scholar and capability of setting and achieving professional goals, and is established on the basis of publications, presentations at professional meetings, and acquiring research grants; and (v) student interaction domain, which considers classroom instruction, course preparation, test administration, and advising [ 33 , 34 ]. Moreover, the FSI has been recently validated, and showed good internal consistency and reliability as an instrument useful to measure stress among faculty members [ 35 ].

Qatar University (QU) is the country’s largest national institution of higher education and continues to serve as Qatar’s primary university. Nowadays, QU has become a beacon of academic and research excellence in the Gulf region and internationally. The university is committed to providing high-quality education in areas of national priority, while aligning its programs with established international standards and best practices. QU hosts eleven colleges and offers a range of over 100 academic programs. In 2022, QU was recognized as a Healthy University by the World Health Organization (WHO). The concept of the health-promoting university is powerful, whereby it means integrating health into the culture, processes, environment, and policies of the institution. In addition, it means understanding and dealing with health within a framework that blends factors as choice and participation with goals for equity, sustainability, and health-conducive living, working and learning environments [ 36 ].

To our knowledge, a focused investigation of the mental health of faculty has not been realized previously at QU nor in Qatar, and a gap in literature exists in this regard at a national level. The objectives of the current study were twofold: Firstly, to evaluate the extent of perceived occupational stress, depression, anxiety, and stress among QU faculty, and secondly, to assess the association among these mental health parameters.

Study design

This study is part of a larger project aimed towards assessments of various aspects of mental health, well-being, and social determinants in a sample of faculty at QU. For this part of the project, a descriptive, cross-sectional, anonymous survey was conducted among QU faculty to assess their mental health aspects and investigate associated factors. The survey was electronic and self-administered, and faculty were asked to voluntarily complete it online. The conduct and reporting of this study follow the statement of the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines [ 37 ].

Participants

All QU faculty members, across all nine colleges, including faculty with different ranks (professors, associate professors, assistant professors, lecturers, teaching assistants, as well as part-time faculty) were invited to fill the survey. At the time of development of the study protocol, the number of faculty at QU was reported at 1355. QU staff who were non-academics, like support staff and administrators without a faculty contract were excluded. Also excluded were faculty who did not agree on providing their consent to participate. To collect responses, a non-probability based, convenience sampling method was used.

Data collection

Data were collected anonymously via an online survey sent to QU faculty members using their institutional email. The survey was prepared using Microsoft Forms application housed within the website of QU, and password-protected so that only the researchers can edit the questions and view responses. With support from the QU broadcasting team, a bilingual email announcement was sent to all faculty, whereby the study scope, research objectives and targeted participants were briefly described. The announcement was received only by QU faculty through their institutional emails. Participants were informed that their participation is voluntary and entails no risks nor benefits, and were ensured of anonymity and confidentiality of their responses. Completion of the survey till its end and submission of a response were considered as informed consent to participate. The email included a link and a QR code for participants to access each of the Arabic and English surveys.

Survey instrument and study variables

The survey instrument was developed by the authors in both Arabic and English to capture responses of all faculty, whereby some, particularly in the College of Law and the College of Sharia and Islamic Studies, were not English-speakers. Before the survey was launched, and for each of the Arabic and English versions, piloting was done with 5 faculty members who were invited to fill the survey and report any comments, feedback, or vague questions to the research team, for content validation of the survey questions. The piloting responses were not included in the analysis, but were used to implement amendments on the survey for content and clarity. The final survey instrument consisted of four sections. In the first section, faculty were asked about demographic data like age, gender, nationality and marital status, as well as data about their current academic position including their affiliated college, their highest academic degree, years of employment at QU, employment type (full-time or part-time), and whether they held any administrative tasks as academic administrators.

The second section of the survey was used to collect variables about general health and lifestyle habits of participants, including hours of sleep, physical activity, smoking (including cigarettes, vape and/or hookah). Also, participants were asked whether they have any medical diagnosis among hypertension, heart disease, diabetes, dyslipidemia, chronic kidney disease, chronic lung disease, or cancer. Another question inquired about participants’ diagnosis of a mental health disorder like anxiety, depression, schizophrenia, panic attacks, bipolar disorder, eating disorders, or others.

The third section of the survey included the FSI to evaluate perceived stress in academic settings considering different faculty roles, as previously described [ 31 , 34 , 35 ]. Briefly, 28 statements were used to measure the five domains of this instrument: reward and recognition domain was measured by 7 items, time constraint by 10, departmental influence by 3, professional identity by 3, and student interaction by 5. Participants were asked to rate the statements on an increasing score ranging from Not Applicable Pressure (0) to Very Slight Pressure (1), Slight Pressure (2), Moderate Pressure (3), Some Pressure (4), and Excessive Pressure (5). The higher the score on the sum of all the items, the higher would be the perceived faculty stress. Also, the higher the score on summation of statements for a particular domain, the higher would be faculty stress related to that domain. Bilingual members of the research team who were native Arabic speakers translated the English version of the FSI into Arabic.

The fourth section of the survey was intended to assess mental health of participants using the standardized Depression, Anxiety, Stress Scale-21 items (DASS-21) [ 38 ] and its Arabic translation [ 39 ]. This instrument included a set of three self-reported scales which provide independent measures of depression, stress, and anxiety, with recommended severity thresholds, and has been validated in the Arabic language according to previous studies [ 40 , 41 ]. Each of the three DASS-21 scales contains seven items, divided into subscales with similar content. The depression scale assesses dysphoria, hopelessness, the devaluation of life, self-deprecation, lack of interest/involvement, anhedonia, and inertia. The anxiety scale assesses autonomic arousal, skeletal muscle effects, situational anxiety, and the subjective experience of anxious affect. The stress scale is sensitive to levels of chronic nonspecific arousal. It assesses difficulty relaxing, nervous arousal, and being easily upset/agitated, irritable/over-reactive, and impatient. Each of the 21 items comprises a statement and four short-response options to reflect severity, scored from zero to 3. Participants were asked to read each statement and choose how much the statement applied to them over the past week, on a rating scale of: zero (Never - Did not apply to me at all); 1 (Sometimes - Applied to me to some degree or some of the time); 2 (Often - Applied to me to a considerable degree or a good part of time); or 3 (Always - Applied to me very much or most of the time). Scores for depression, anxiety and stress were calculated by summing up the scores for the relevant items (statements 3, 5, 10, 13, 16, 17, 21 for depression; statements 1, 6, 8, 11, 12, 14, 18 for stress; statements 2, 4, 7, 9, 15, 19, 20 for anxiety). As previously reported, the Cronbach’s alpha for the DASS-21 subscales were 0.886 for depression, 0.84 for anxiety, and 0.871 for stress, indicating good internal consistency [ 42 ]. The severity of the three DASS-21 scales were computed and expressed as normal, mild, moderate, severe, and extremely severe. An English version of the survey used in this study is included in Supplementary file 1 .

Statistical analysis

Data was analyzed using means and standard deviations for continuous variables and percentages for categorical variables. Bivariate analysis was conducted using Chi-square tests, Fisher exact tests, and independent two-sample t-tests. Modified Poisson regression with robust variance were used to examine both crude and adjusted association between levels of depression, anxiety, stress and FSI. Levels of depression, anxiety, and stress were further classified into two groups—Normal/Mild or Moderate (and above), as per standard cutoff points indicated in Table  2 . Crude and adjusted prevalence ratios with 95% confidence intervals were reported. Power calculations were performed at the conclusion of the study, considering the correlation coefficients among Depression, Anxiety, Stress, and FSI. Owing to the scarcity of similar studies, power was estimated assuming moderate correlation coefficients of 0.3 and 0.5. With these coefficients, an effect size of 0.15, a Type I error rate of 0.05, and a total sample size of 112, the calculated power of the study ranged from 45 to 66%. Stata version 18.0 was used for all analyses.

A total of 112 QU faculty participated in this research study (Table  1 ). The majority of the participants were Non-Qatari, PhD holders, full-time employees, males (54%), and aged less than 50 years old (64%). Nearly 45% of the participants had been at QU for more than five years, 43% were involved in administrative roles, and 55% were from non-health colleges.

In regards to their lifestyle and health status, 48.2% of the participants performed at least 150 min of physical activity per week, only half of them slept at least 7 h per night, and nearly a quarter have been diagnosed with a medical condition. About 13% of the participants reported being diagnosed with a mental health condition.

The descriptive analyses showed that the mean scores of depression, anxiety, and stress were 9.4 ± 9.8, 11.9 ± 7.8, and 12.9 ± 10.5, respectively (Table  2 ). About 30% of the participants reported at least ‘moderate’ (14+) depression symptoms severity, 63.4% reported at least ‘moderate’ (10+) anxiety symptoms severity, and almost 26% of the participants perceived their stress symptoms severity as at least ‘moderate’ (19+). The prevalence of anxiety, depression and stress among participants is shown in Fig.  1 .

Prevalence of depression, anxiety, and stress subscales

Participants’ perception of their stress was assessed by applying the FSI represented by its five domains: reward and recognition, time constraint, departmental influence, professional identity, and student interaction (Table  3 ). The FSI total score mean ( M ) was 48.8. Participants reported the highest stress score under the time constraint domain ( M  = 18.5), followed by reward and recognition domain (M  = 13.3), and student interaction ( M  = 6.2). Meanwhile, the least stress score was reported under the departmental influence domain ( M  = 4.8). The domains mean FSI scores are represented in Fig.  2 .

Mean FSI scores (error bars represent standard deviation)

The correlation between the FSI score and participants’ perception of their depression, anxiety, and stress symptoms severity were also examined (Table  4 ). The FSI score was significantly correlated with participants’ perception of their depression ( P  < 0.001) and stress (< 0.001) symptoms severity.

Results also showed that the mean score of FSI is 60.6 for those who reported at least moderate symptoms of depression (P = 0.005), and 67.0 for those who reported at least moderate symptoms of stress (P < 0.001) (Table  5 ). Under all the subscales of the faculty stress scores, participants were more likely to score high under at least ‘moderate’ (14+) symptoms of depression and at least ‘moderate’ (19+) symptoms of stress than normal/mild symptoms with the highest score related to the time constraint subscale; meanwhile, the lowest score is reported under the departmental influence.

In regards to participants’ demographics, female participants were more likely to score higher under at least ‘moderate’ symptoms of depression (60.6%) and stress (62.1%) compared to males (P = 0.052, 0.050, respectively) (Table  5 ). Non-Qatari participants scored higher under at least ‘moderate’ symptoms of anxiety (77.5%) and stress (72.4%), compared to Qatari participants ( P  = 0.005, 0.039, respectively),

;and participants from humanities (Law, Business, Sharia and Islamic Studies, and Education) (36.6%) were more likely to score higher under at least ‘moderate’ symptoms of anxiety compared to those from health-related colleges (11.3%) (P = < 0.001). Moreover, participants who had been for more than 5 years at the university scored higher under at least ‘moderate’ symptoms of anxiety (49.3%) and stress (65.5%) compared to those who spent less than 5 years at the university (P = 0.046, 0.027, respectively); meanwhile, full-time employees (96.2%) were more likely to report a higher score under at least ‘moderate’ symptoms of depression compared to part-time participants (P = 0.019). Finally, those who reported that they were not diagnosed with any mental health issue, were more likely to report at least ‘moderate’ symptoms of depression (72.7%)) and anxiety (81.7%) compared to those who reported being diagnosed with any mental health issue ( P  = 0.012, 0.044, respectively).

From the crude multivariable analyses (Table  6 ), the results showed that for every 10 points increase in FSI score, the prevalence of at least ‘moderate’ depression increased by 15% (P = 0.002) and of at least ‘moderate’ stress by 24% (P = < 0.001). All the subscales of the faculty stress scores were significantly associated with at least ‘moderate’ depression and stress symptoms severity. Under depression, it ranged between a Prevalence Ratio (PR) of 1.15 (95%CI 1.03, 1.29) for time constraint and 1.55 (95%CI 1.17, 2.06) for departmental influence related stressors. For example, for every 5-unit increase in departmental influence score, the prevalence of at least ‘moderate’ symptoms severity was higher by 55% compared to Normal/ Mild symptoms severity (P = 0.002). Under stress, it ranged between a PR of 1.29 (95%CI 1.11, 1.49) for reward and recognition and 1.67 (95%CI 1.24, 2.26) for departmental influence related stressors. For example, for every 5-unit increase in departmental influence score, the prevalence of at least ‘moderate’ symptoms severity was higher by 67% compared to Normal/ Mild symptoms severity ( P  = 0.001).

In regards to other sociodemographic characteristics, participants aged fifty years old and more were less likely by 57% (95%CI 0.20,0.94, P = 0.034) to report at least ‘moderate’ depression compared to younger participants, and male participants were less likely by 44% (95%CI 0.31,1.02, P = 0.058) and 47% (95%CI, 0.28,1.02, P = 0.057) to report at least ‘moderate’ depression, and at least ‘moderate’ stress, respectively, compared to females. On the other hand, Qatari faculty were 1.63 (95%CI 1.32,2.00, P = < 0.001) and 2.13 (95%CI 1.13,4.01, P = 0.019) times more likely to report at least ‘moderate’ anxiety and at least ‘moderate’ stress, respectively, compared to non-Qatari. Participants from humanities (Law, Business, Sharia and Islamic Studies, and Education), and “Arts and Sciences and Engineering” colleges were 1.87 (95%CI 1.22,2.87, P = 0.004) times and 1.63 (95%CI 1.04,2.55, P = 0.034) times more likely to report at least ‘moderate’ anxiety with compared to those from health-related colleges. Moreover, participants who had been working at the university between two-five years were 1.57 (95%CI 1.00,2.47, P = 0.049) times more likely to report at least ‘moderate’ anxiety symptoms than those who spent less time, and for those who had been working at the university for more than five years, in addition to report high under at least ‘moderate’ anxiety symptoms with PR 1.55 (95%CI 1.01,2.38, P = 0.046), they were 2.94 (95%CI 1.10,7.89, P = 0.032) times more likely to report at least ‘moderate’ stress symptoms compared to those who spent less that than five years at QU. In addition, part-time employees were 2.54 (95%CI 1.44,4.48, P = 0.001) times more likely to report at least ‘moderate’ depression symptoms compared to full-time employees. In regard to health and lifestyle factors, participants who used different tobacco products were 2.04 (95%CI 1.05,3.98, P = 0.036) times more likely to report high under at least ‘moderate’ depression symptoms compared to those who did not, and those who reported being diagnosed with mental health issues, were 2.43 (95%CI 1.41,4.17, P  = 0.001), 1.45 (95%CI, 1.12,1.88, P  = 0.005), and 2.06 (95%CI 1.07,3.97, P  = 0.031) times more likely to score high under depression, anxiety, and stress, respectively, compared to those who were not diagnosed.

From the adjusted multivariable analyses (Table  7 ), the results showed that for every 10 points increase in FSI score, the prevalence of at least ‘moderate’ depression increased by 13% (P = 0.013) and the prevalence of at least ‘moderate’ stress by 30% (P < 0. 001). Qatari faculty were 1.61 (95%CI 1.16,2.25, P = < 0.004) times more likely to report at least ‘moderate’ anxiety and 2,38 (95%CI 2.38 [1.11,5.10], P = 0.026) times more likely to report at least ‘moderate’ stress compared to non-Qatari faculty. Moreover, participants from humanities were 1.72 (95%CI 1.07,2.79, P = 0. 027) times more likely to report at least ‘moderate’ anxiety compared to those from -health-related colleges.

The results also showed that participants who had spent between two- five years at the university were 1.58 (95%CI 1.04,2.40, P = 0.030) times more likely to report at least ‘moderate’ anxiety symptoms compared to those who spent less time and part-time employees were 2.53 (95%CI 1.03,6.21,, P = 0.043) times more likely to report at least ‘moderate’ depressions symptoms compared to full-time employees. Related to participants’ health status, those who had been diagnosed with mental health issues were 2.05 (95%CI 1.12,3.74, P = 0.019), and 1.89 (95%CI 1.37,2.59, P = 0.001) times more likely to report at least ‘moderate’ depression and anxiety symptoms, respectively, compared to those who were not diagnosed.

This study is the first in Qatar to gain insights into mental health and associated occupational stressors among faculty. While promoting human values and scholarly excellence, the ecosystem of higher education institutions is not completely free from adversity, and can put academics at risk of different mental health–related concerns [ 43 ]. The cumulative effects of increasing workloads, long working hours, and challenges with work–life balance have been described as the roots of occupational stress in academia [ 44 ], underscoring the need for a focused investigation on these concerns in our institution. This becomes especially imperative in light of both, national contexts of prioritizing mental health [ 45 ], and calls for scrutinizing and improving mental health in academia [ 46 ].

Upon assessment of self-perceived faculty mental health using DASS-21, it was intriguing to find a minimum of 30%, 63%, and 26% of the participants having at least moderate levels of depression, anxiety, and stress respectively. These figures exceed reported results in a study from 10 big universities in the US, with ranges between 6 and 26% [ 28 ]. The reported prevalence of anxiety also exceeds that reported in a systematic review and meta-analysis of mental health of the general population during COVID-19, with an estimate of 38% [ 47 ]. Nevertheless, our numbers are still lower than those previously reported among academics in Australia [ 48 ] and the United Kingdom [ 49 ], with findings of almost 50% risk of psychological illnesses. As such, directed interventions aiming at improving the well-being of academic staff and contributing to more conversations on this topic are ultimately needed. For example, Recently, Lim and Colleagues [ 50 ] found that DASS-21 scores showed an improvement in faculty after mental health training interventions and professional support. Likewise, a Spanish study found that multiple mental and physical approaches improved self-perceived stress among academics [ 51 ]. For anxiety, mostly self-perceived among our participants, examples of digital and web-based interventions have proved previously effective in academic settings [ 52 ], and may be tempting to investigate for faculty.

Exploring occupational stressors of faculty using FSI showed a mean FSI score of 48.8, in stark difference with higher values reported using the same measure in other studies from that tackled public [ 53 ] and private institutions [ 35 ]. Further, multiple factors contribute to faculty stress, as shown by the FSI domains. The time constraint domain scored highest among all five domains in terms of perceptions of stress by faculty, followed by the rewards and recognition domain. Regarding time constraints domain, this construct is related to stress from time management of various commitments including heavy workload, committee services, meetings, out-of-office duties, and social obligations, among others. The issue of faculty time restraints and extra working hours has been previously documented in literature [ 54 , 55 ], with some reports of 40% of faculty working at least 10 extra hours per week [ 56 ]. As such, it is comprehensible that our participants perceived time demands as the main contributor to their workplace stress, in parallel to observations in academic institutions elsewhere. In modern universities with teaching, research and service missions, the production of knowledge through research, and the transmission of knowledge to students through teaching and to societal stakeholders through service, all have brought about an operational complexity, the sophistication of which is cascaded to faculty, pressuring them to accomplish more within a shorter time [ 57 ]. While faculty still consider themselves independent professionals, their traditional self-determination and autonomy regarding their working times have become subject to increasing scrutiny under the burden of calls for improved productivity, efficiency and accountability, thereby increasing occupational stress [ 58 ].

In terms of rewards and recognition, which was the second scoring domain in the FSI, participating faculty perceived evaluation criteria, community service recognition, teaching recognition, and other factors as drivers behind their stress. Previously, reward and recognition were shown to have significant correlation with different dimensions of work motivation and satisfaction in employees of various types of organizations not limited to academia, as reported by Danish and Colleagues [ 59 ]. Furthermore, rewards and recognition are regarded as top priorities for faculty motivation and/or satisfaction [ 60 ], as well as higher job performance [ 61 ]. More specifically, an investigation in an Australian university revealed that reward and recognition were perceived as actual barriers to promotion of faculty who did not conform to a ‘traditional’ structure of research expectations, whereby disadvantaged faculty from practice or professional backgrounds, or those who had heavy administrative roles, are not properly rewarded [ 62 ]. As such, our results conform with the body of evidence reporting the pressure that rewards and recognition exert on of faculty [ 63 , 64 ]. This probably calls for motivation of faculty through proper recognition and appreciation, whereby flexible guidelines, discipline-specific performance expectations, and career development pathways are reconsidered. A holistic approach to rewarding a broad range of educational roles may be beneficial, and requires strong advocacy to create changes in academic rewards in the interest of better faculty motivation and well-being.

On another end, the perceived stress by faculty due to each of student interaction and professional identity domains received almost one third of the scores for time constraint and about half of the scores for reward and recognition domain. Furthermore, the departmental interaction domain perceived stress scored the least among the five FSI domains, and observations on these three domains deviate from other published data [ 35 ]. For instance, student interaction was perceived to cause highest stress levels among faculty in KSA, according to the findings of Iqbal and Colleagues [ 31 ]. An in-depth look into items of the student interaction domain reveals that it addresses faculty normal tasks with students, like student evaluation, preparing class presentations, being evaluated by students for performance, and advising students, even those who may be inadequately prepared. With the majority of our sample being full-time PhD holders above the age of 40, it is likely that most of them have a rich teaching record and an extensive experience with handling student-related matters, reducing the contribution of these matters to perceived occupational stress. For junior faculty, it has been reported that teaching tasks not only occupy much of their time allowance, but also requires reasonable efforts in dealing with interaction-based activities that are entirely different from analysis-based research, easily leading to mental overload [ 65 ]. This might not be the case for our population, mostly consisting of senior academics. However, our findings may highlight the call for investing in more interesting teaching activities, as this may nurture the pedagogical process, while also contributing to less stress among faculty. Likewise, professional identity, focused on research support and professional conferences attendance, ranked fourth on the domains of perceived stress, probably due to the university prioritizing research and encouraging faculty visibility by presenting their scholarly work externally. The least perception of occupational stress by faculty was in the departmental influence domain, a construct emphasizing on departmental evaluation and resolving department conflicts. The relatively favorable results in such domain may indicate that faculty have feelings of belonging, and that one’s contribution to the department is recognized and valued, perhaps contributing to less stressful work days. Faculty members who perceive less stress in this area may be more collegial and generate amiability to improve the working atmosphere of their department and institution [ 33 ].

In multivariable analyses, increase in FSI score was associated with statistically significant likelihood of increase in severity of both depression and stress. Hence, while faculty juggle their various responsibilities, trying to sufficiently manage their time, get rewarded for achievements, and attend on various student needs, professional profiles, and departmental requirements, they may fall short of securing their own well-being, and can become at higher risk of encountering more severe mental conditions. Previously, Melnyk and Colleagues [ 28 , 66 ] reported that healthy lifestyle, sleep, and physical activity were associated with lower severity of mental conditions among faculty, namely depression and anxiety. Moreover, a study showed that faculty with initially high levels of occupational stress had significant improvements in this condition after targeted stress management interventions [ 67 ]. Similarly, mindfulness programs [ 68 ], de-stressors like yoga and art therapy [ 69 ], and behavioral coaching interventions [ 70 ] have been reported to positively affect mental health of faculty. However, despite importance, all these attempts remain deficient in addressing specific and tailored demands of faculty working environments, and creating custom-made interventions targeting faculty stress attributes, like those explored by the various FSI domains. According to a systematic review on mental health of academics, minimal research on managing mental health among faculty exists, and only limited information that measures the outcome of various mental well-being strategies is available [ 71 ]. As such, further research and robust study designs are needed in this area to concentrate on faculty-specific stressors and how they can be ameliorated in the workplace. Establishing routine mental health assessment, effective communication strategies, and continuous support are all imminent to improve the mental well-being of academics.

Noteworthy, multivariable analysis also showed a significance of less likely depression levels of at least moderate severity among faculty aged 50 years and above. Additionally, faculty who were nationals were statistically more likely to report at least moderate anxiety and stress levels. The latter two findings are in parallel with those formerly reported by Ganji and Colleagues [ 72 ]. While it could be hypothesized that with age, individuals experience a growth in maturity, enabling them to cultivate resilience by navigating through diverse stressors over the years, leading to improved emotional regulation and a reduction in symptoms of depression [ 73 , 74 ], the second finding of at least moderate anxiety and stress being more likely in Qatari faculty cannot be directly interpreted from our results, given that they constitute only 15% of the surveyed sample. Furthermore, faculty from humanities domains were more likely to report at least moderate anxiety compared to faculty from health-related colleges. In general, faculty and staff in medical schools may be inherently exposed to mental health issues among students, such issues being common among this population [ 75 , 76 ], triggered by demanding medical curricula and high financial costs [ 77 ]. Constantinou and Colleagues [ 78 ], in their review of medical faculty, point out that those faculty acknowledge the importance of mental illness, discuss symptoms with their students and provide support, and embrace the idea of being trained in this field. As such, we anticipate that health faculty, due to their background, might have better awareness about mental health issues, possibly making them personally less perceiving of some of them, like anxiety. Moreover, given the nature of their profession, health faculty may have a higher level of empathy and understanding of mental health [ 79 ]. They also often work under high-stress environments [ 80 ], and are part of a sector that recognizes mental health significance [ 81 ]. It is possible that all these integral constructs in health faculty roles could make them less likely to report self-perceived anxiety, and this may be interesting for an additional, focused investigation. Likewise, the observation of higher likelihood of at least moderate anxiety levels in faculty who have been at QU for 2–5 years compared to those who spent less time, may indicate a probable timeframe during which faculty may become deeply engulfed in their various academic duties and during which proper self-care and external support to avoid anxiety may be needed. Also, the higher likelihood of at least moderate depression among part-time faculty is a result that warrants additional study, especially with the latter finding recently reported among part-time workers [ 82 ]. The stress of having different jobs and the worrisome feelings about job instability, may instigate more mental health issues among this group of faculty.

The strength of this study lies in being pioneer in addressing faculty mental health from our institution, using validated tools, and in the use of a bilingual survey design that captures the prevailing cultural diversity of the studied population. Moreover, our study establishes links between specific occupational stressors for faculty and their DASS-21 scores, laying the ground for job-specific mental health investigations. However, our study does have limitations. First, we cannot neglect recall bias in a self-administered instrument; second, we expect some participants to have dropped out while answering the survey given the length of the instrument and the multiple statements in both the FSI and DASS-21, causing loss of some responses. Also, better conclusions from this study would be drawn out if the FSI Arabic version was back-translated, to ensure it captures more explicitly the insights of faculty who answered it in Arabic. While giving a preliminary outlook on how the mental health of faculty can be portrayed, and what essential strains in the work environment are significantly implicated, more remains to be captured in such and similar inquiries. This includes structured, periodic assessment of mental health and well-being of faculty, and exploring the efficacy of interventions that aim at reducing their specific occupational stressors. The preliminary findings from this study could be seen from the lens of proper practical recommendations that can support faculty mental health. The recognition and awareness regarding the need to improve faculty mental health can be the first step for implementing measures that favor their well-being. Organizational level measures, fair allocation of workload, and time management training could pave the way towards better mental health for academic faculty and foster a supportive environment for their wellness and ability to successfully thrive throughout the academic landscape.

In conclusion, perceived depression, anxiety, and stress in the academic setting is common among faculty, and mostly culminating from time constraints and faculty recognition to an extent higher than other factors like student interaction, professional identity and departmental issues. The higher participants perceived stress from their academic career, the more likely they were to experience more severe mental health symptoms, namely depression and stress. The implications of these findings indicate that controlling occupational stressors for faculty would be essential to avoid mental health conditions or at least, reduce their severity. Examining mental health conditions and their determinants for QU faculty members and purposeful consideration of the outcomes, will support the efforts of QU as a Healthy University, and will complement and guide its strategic efforts for a healthy campus. The results of this research will provide baseline evidence on the need for effective interventions towards occupational stress, orientation towards mental health, and informing policies on campus.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to the ethical concerns and participant anonymity, but are available from the corresponding authors upon reasonable requests.

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Hammoudi Halat, D., Abdel-Rahman, M.E., Al-Jayyousi, G.F. et al. Associations between perceived occupational stressors and symptoms severity of depression, anxiety and stress among academic faculty: First cross-sectional study from Qatar. BMC Psychol 12 , 302 (2024). https://doi.org/10.1186/s40359-024-01801-x

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 31 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Perspectives Daily

Guardians of the Tapestry of Time

Reflections on the Close of Another Academic Year

Bryan A. Banks | May 29, 2024

At the end of the spring semester, we in the Columbus State University history department gather to hear senior capstone research presentations, to share the winners of the department’s history paper awards, and to induct students into Phi Alpha Theta , the nation’s history honors society. A week before the university’s official commencement exercises, this is where our faculty, staff, and students come together to celebrate all that we have accomplished. All too often we focus on individual research and forget that our mission is much greater. Collectively, we are guardians of the tapestry of time. We are a community.

As we celebrate the end of the academic year, one historian reflects on why we teach and learn history. Jason Dent/Unsplash

This was my first year as department chair, and so this gathering felt particularly important to me. In my remarks to our history majors, I felt compelled to draw together the reasons we were in that room and in that community. We as a discipline need to hear it again. History is not merely a collection of dates and events; it is a rich tapestry woven by countless individuals across centuries. Each thread represents a story, a struggle, a triumph. As historians, we are entrusted with studying, preserving, and protecting this intricate fabric.

This impulse was driven by a number of current issues: higher education’s emphasis on career readiness , STEM-focused administrators , the rise of AI , a perceived decline in civil discourse , and attacks on the teaching of hard history . We face so many obstacles. We need to remind our students and ourselves why we do this work.

So often morality and sentimentality are eschewed in the name of objectivity.

There is a moral imperative for us as historians then to guard the tapestry of time—to preserve it, but also to constantly emphasize its importance today and tomorrow. Historical knowledge is the bedrock of decision-making, critical thinking, and action. The methods we develop over time should make us better decision makers, if not only because thinking historically cultivates the skill of capable listening, seeking out marginalized voices, appreciating perspectives quite different from one’s own, and collecting and weighing the facts before taking action. Critical thinking is not a soft skill—it is the most important skill. It aids us in thinking through complex budget decisions, but it also helps us know how to weld metal without causing ourselves or others serious harm. By stressing this moral imperative, I was trying to instill in the students pride in their work. Giving presentations in front of the department and doing it well means something. Many of them will go off to teach students themselves. Others will go into business, law, or simply take their degrees and make better decisions in life because they will approach challenges with a historical perspective.

I told them up front that I was going to be a little sentimental. So often morality and sentimentality are eschewed in the name of objectivity. But humans are social creatures, and we need a banner to work under. In our department, we take our work seriously, but we don’t take ourselves seriously. Our faculty have an open-door policy, and students are always in our offices. We hold them accountable and aren’t afraid to have empathetic and tough conversations, but just as often we might be bowling in the hallway with a cannonball from the Napoleonic era. A colleague and I even co-officiated a student’s wedding this winter. So my comments were intended to remind them that while we have a lot of fun, we study and teach history for important reasons. We can’t focus so much on research and writing skills that we forget about the importance of community and our collective responsibility to the past that undergirds that community.

Our duty as teachers and students is to delve beyond textbooks, seek out forgotten narratives, and amplify voices that history has often silenced. Together, we explore the annals of time, uncovering hidden gems and challenging conventional wisdom. Whether we study ancient civilizations, revolutions, or cultural shifts, our shared curiosity creates our community. Let us remember that knowledge is not static; it evolves with each discovery. History is a dynamic process, forever unfolding and we unfold with it, seeking truth and understanding. Our community is dynamic. We need to work on fostering it.

Mentorship goes in multiple directions.

Color me an idealist, but the one thing that has become so very apparent to me as a historian and history educator over the last few years has been the power of community. We all heard the death knell of community when COVID-19 filled our lungs and echoed across society. Our department, and our branch of the disciplinary tree that is history, thrives off community, collective action, and mentorship. Mentorship goes in multiple directions. My doctoral advisor still periodically drops acorns of truth to me, but so too do I receive mentoring from my other colleagues and students. They all help me become better. As a community, we navigate challenges and celebrate victories together. We make each other better.

Our discipline is a voluntary association of individuals, but we do sign a “social contract” of sorts. Common to this fold are history educators, students, public historians of all stripes, as well as self-described history buffs. As such, we all come at the past from different perspectives and so we owe to the community an ever-careful eye towards objective truth and purpose. This is our mantle of responsibility. We are not passive observers but active participants in shaping historical discourse. Our research, our teaching, and our advocacy matter. Advocacy is overt. We voluntarily come together behind common causes, like education reform and government spending for history education. We refuse to sanitize the past for the present’s comfort or political persuasion. We stand up when we see injustice and know the history that led to it.

Bryan A. Banks is history department chair and associate professor at Columbus State University and co-executive editor and co-founder at Age of Revolutions . Find him on X @BryanBanksPhD.

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