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Date of Award
Master of Science in Education (MSEd)
Department of Learning, Technology and Leadership Education
This study aimed to contribute to the literature on women, technology, and work-life balance (WLB). By identifying both instructional and non-instructional female employees at an institution of higher education, the study facilitated a comparison between the perceived levels of WLB and technology’s impact on the balance. A mixed methods survey was sent to all female employees to identify potential commonalities or differences between the groups. Questions inquired about employees’ experiences with, and outlooks on, WLB and information and communication technologies (ICTs). For the purpose of the study, ICTs included technologies such as email, accessed through computers, cell-phones or tablets. The results show differences between the perceptions of WLB in regard to the instructional and non-instructional employees surveyed. Though there was a significant difference, rather than negative perceptions, instructional faculty viewed ICTs as helpful for WLB. A lower perception of control for instructional faculty was anticipated because of the different pressures that come with their careers. The results from the study strengthen the understanding of technology’s implications on WLB. Moreover, the study adds to the literature of gender differences and WLB in the context of higher education. Future research should be conducted on the perspectives of female employees in the corporate sector. From the results, it is clear that part-time employees struggle to maintain balance because of limited access to the policies and benefits full-time employees are able to take advantage of. Future research should investigate strategies to eradicate this struggle.
Hubbard, Alexandra G., "The effect of technology on work-life balance: Women in higher education" (2016). Masters Theses. 98.