Occupational stress in Canadian universities: A national survey.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Vic Catano and Lori FrancisSaint Marys UniversityTed Haines, Haresh Kirpalani, Harry Shannon, and Bernadette StringerMcMaster UniversityLaura LozanzkiCanadian Association of University Teachers, Ottawa, ON, CanadaStress surveys in U.K. and Australian universities demonstrated high occu-pational stress levels among faculty. This study investigated whether the sameoccupational stressors and stress outcomes applied at Canadian universities. Ran-domly selected staff ( n 1440) from 56 universities completed a Web-basedquestionnaire. The response rate 27%, was similar to those in the U.K. and Austra-lian studies, as were most of the results. With respect to strain, 13% of the respon-dents reported high psychological distress and 22% reported elevated physicalhealth symptoms. Less secure employment status and work-life imbalance stronglypredicted job dissatisfaction; work-life imbalance strongly predicted increased psy-chological distress. Overall study participants were satis ed with their jobs andemotionally committed to their institutions. These results warrant consideration ofcontemporary academic work by both academic staff associations and universityadministrations with respect to the implementation of changes in policies andprocedures that might lead to reductions in work-related stress and strain.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it