Burnout and Migration of Ukrainian University Academic Staff During the War

This study examines the impact of migration processes on burnout among Ukrainian university academic staff during the full-scale war. A survey involving 836 participants from 164 higher education institutions revealed that 37% of respondents became forced migrants, either internally (24%) or externally (13%). Significant connections were found between forced migration and burnout among academic staff, with noticeable distinctions between external migrants, internal migrants, and non-migrants. Academic staff who were forced to migrate displayed higher levels of emotional exhaustion compared to non-migrant counterparts. External migrants experienced energy depletion, while internal migrants reported reduced professional accomplishment. Inadequate pay, social security instability, increased professional activity, insufficient state support, anxiety, constant stress, and concern for their country, city, and university were common factors contributing to burnout among all groups. External migrants faced challenges with social protection, team relations, and workload. Internal migrants encountered difficulties in rebuilding professional activities and experienced a heightened sense of danger, particularly for those living in temporarily occupied territories. The findings highlight the necessity for targeted support strategies to address the unique needs of academic staff during conflict and migration, promoting their mental health and resilience at the policymaker and university administrator levels during times of crisis by implementing support strategies and programs to help them cope with the challenges of migration and promote overall job satisfaction for quality education of the next generation of citizens. This study investigates how migration processes impact burnout among Ukrainian university academic staff during the full-scale war. We surveyed 836 participants from 164 higher education institutions, with 37% of respondents becoming forced migrants, either internally (24%) or externally (13%). Significant connections were observed between forced migration and burnout among academic staff, revealing distinctions between external migrants, internal migrants, and non-migrants. Forced migrant academic staff experienced higher emotional exhaustion, while external migrants faced energy depletion, and internal migrants reported reduced professional accomplishment. Common factors contributing to burnout included inadequate pay, social security instability, increased professional activity, insufficient state support, anxiety, constant stress, and concern for their country, city, and university. External migrants faced challenges with social protection, team relations, and workload, while internal migrants encountered difficulties in rebuilding professional activities and faced a heightened sense of danger in temporarily occupied territories. The findings emphasize the need for targeted support strategies for academic staff during conflict and migration, promoting mental health and resilience. Policymakers and university administrators can implement support programs to help academic staff cope with migration challenges and enhance job satisfaction for quality education. While this study provides valuable insights, it also has limitations that warrant further research.