Remote working among academic staff in higher education
DOI:
https://doi.org/10.38140/ijss-2026.vol6.2.01Keywords:
Remote working, higher education, academic staff, career managementAbstract
The higher education sector has undergone substantial transformation since the COVID-19 pandemic, including enduring shifts toward remote working for academic staff. Academics working remotely are often perceived as advantaged, particularly regarding autonomy and work–life balance. This study aimed to identify the demographic characteristics of academics working remotely and to examine whether access to remote working differs across demographic groups. A cross-sectional design was employed, and data were collected across four demographic variables. Chi-square tests of independence were conducted to assess whether the observed distributions differed significantly from those expected under the assumption of independence. No significant differences were observed across gender, age, or tenure; however, academic rank was significantly associated with work arrangement. Senior academics were more likely to work remotely, whereas junior academics were more likely to work on campus. These findings indicate that access to remote work in higher education is not shaped by traditional demographic characteristics, specifically gender, but rather by academic seniority and accumulated experience within the higher education system. Further research could examine how institutional policies, performance expectations and career-stage dynamics interact to shape both access to remote work and its consequences for academic careers.
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