By Dr Jenny Gale, Senior Lecturer in Human Resource Management
I’ve been thinking about ‘quiet quitting’ (the topic, more so than the practice!). Seeing many articles and posts on social media over the last few months, I thought I would add my own thoughts to the mix.
‘Quiet quitting’ is described by HR Grapevine as:
‘…a range of behaviours that correlate with disengagement. That is, when an employee feels like they’re no longer valued, feel burnt out from prolonged periods of heavy workloads, or are generally unhappy with their job and terms, they begin to dial down their efforts and mentally check out.’
Simpson (2022) utilizes another term ‘acting your wage’, fulfilling duties and responsibilities, but not going ‘above and beyond’ while guarding personal-professional boundaries. It is often attributed to experiencing a global pandemic which afforded people an opportunity to reflect on their lives and what was important, including work-life balance and well-being.
‘Quiet quitting’ is bad news for employers, particularly those that rely on employees ‘going above and beyond’. Some articles offering advice often frame it as something to be ‘curtailed’, ‘combated’, and ‘stamped out’. However, it should be noted that many employees would not envisage ‘quiet quitting’ as conducive to their growth and advancement, and even detrimental to their professional ethic and job satisfaction. Therefore, workplaces tend to consist of those who continue to give generously alongside quitters of both ‘quiet’ and ‘loud’ varieties.
Some would recognize ‘quiet quitting’ not as something new, but rather a fundamental contradiction characterising employment relations. We don’t all want the same things, hold the same values, or share the same objectives all the time, harking back to that old managerial dilemma – how to persuade workers to work (the ‘labour problem’). The problem framed in the 21st Century, post-pandemic world is ‘quiet quitting’ rather than being ‘not engaged’ or ‘disengaged’ (Gallup, 2006), or ‘working to rule’ (adherence to contracted duties). We are good at inventing new terms for this phenomenon and that helps to keep things current and meaningful in a changing context, but understanding is comparatively lacking. This makes it easier to label those who attempt to claw back some balance in their lives as ‘trouble-makers’, ‘uncommitted’, and ‘letting co-workers and the organization down’, than to address the issues that make employees want to ‘quiet quit’ in the first place.
To suggest that people who prioritize their well-being are quitters is insulting (Personnel Today, 21st October, 2022). People cannot increasingly give ‘more for less’ and it is not unreasonable for work to be decent, fulfilling at least some expectations around life and work. Work evolved as an expressive and meaningful activity for humans that later became appropriated by employers for producing a profit or service. Consequently, many workers end up giving too much of something an employer values (time, effort, commitment) but receiving less of something that they value (decent pay, work-life balance, avoidance of overwork). This can feel unreasonable and even unacceptable initiating individual and collective action to improve working lives.
Flexible working, employee well-being, progressive HR policies, and moving to a four-day working week are all steps in the right direction but, sadly, attitudes are ingrained. The ‘labour problem’ will persist, but an acknowledgement that it is endemic to work relationships rather than simply pathological would increase our chances of understanding and managing it. In many respects jobs are more decent than in the past, but some (including professional jobs) are worse according to some indicators. While there are those on both sides of the employment relationship that promote decent work for all, it is sad that the ‘race to the bottom’ is stubbornly resilient. ‘Quiet quitting’ (or whatever you want to call it) may not be desirable but it remains a rational and legitimate response.
Email Jenny at J.Gale@staffs.ac.uk
There are several possible interpretations of the fundamental role of a university, however the one that holds close to my values and beliefs is “the university” as an institution for the creation and dissemination of knowledge, creating graduates who have a genuine commitment to making the world a better place and of being significant players in civil society. The western university model has been a remarkable success and is one in which we should have immense pride. Operational freedom within an interactive setting which enables excellence across teaching, research, learning and enterprise opening unlimited opportunities for many. However, in an increasingly complex and uncertain world the role of the university is constantly being questioned. In particular there has been a recent drive for developing “value”, in the form of employable work ready graduates. This may be interpreted as a set of desirable skills and attributes to be embedded within the curriculum or perhaps and more importantly the development of an entrepreneurial mind-set. The ability to think outside the box, to adapt and respond to change in a fast paced environment and more importantly the ability to be able to communicate within and beyond their academic discipline is perceived key to graduates contributing to societal challenges.
are faced with many complex challenges (clean water, ageing population, disaster management, global-warming, sustainable food production, transitioning populations), which require new ways of working. It is widely accepted that innovative and sustainable solutions for many complex global social issues reach far beyond the boundaries of a single academic discipline or methodological approach and as such the practical argument for embedding interdisciplinarity and interdisciplinary collaboration opportunities into the learning experience within universities is strong. Interdisciplinary working is widely accepted to be the new mode of knowledge production, it focuses on building intellectual capacity and is supported by government policy makers and research funding agencies. Many of the most exciting developments cross traditional disciplinary boundaries and therefore have great potential to break through complex societal problems and foster innovation.
So, what is a university for? It is to change mind-set, opening up opportunities to bring together individuals to generate knowledge to solve societal problems for the good of mankind. Thus, the connections we make, the disciplines we cross and the knowledge we form are only part of the picture, it is the transformative impact on people’s life’s that we make that hold the true meaning of the value of a university, which instil the leadership qualities desired to make the world a better place.
There’s an Autumn nip in the air, the Great British Bake Off has begun and the annual McMillan World’s Biggest Coffee Morning is just around the corner. Kenwood mixers are whirling into action in kitchens across the UK.
something in common. I wouldn’t go as far as to say that all lecturers are good bakers (far from it!), but there is something vaguely familiar about the nurturing, caring principles of baking and lecturing; the desire for a good outcome and the commitment to working hard to achieve this.
The same balance needs to be considered within the course that a student selects. The onus is on academics to create a balanced mix of exciting learning content, activities, guest lecturers, trips and course materials to ensure that students learn exactly what they need to know. Miss out a vital ingredient and students will struggle to achieve success in their assessments.
5. Live Streaming Explodes
At Staffordshire University, we are committed to helping students maximise their employability and ultimately finding their dream graduate job, by offering a range of career-related events. In particular, GEW is an annual event at Staffordshire University that brings together a range of industry leading employers on campus during which students can meet and network with employers to find out about employment opportunities. Organised specifically for students, GEW and 
However, whilst we are committed to bringing leading business experts to share their expertise with students, there is also an expectation from students to actively participate in this event in order to get the most out of this unique opportunity for their career development. How to make the most out of this event? Network, network, network. Forward thinking students always have their CVs on hand to give out to potential employers. If you have never written a CV, you could get a professional help from the Career Office, who would assist you in writing a professionally looking CV, highlighting your transferable skills, and any work experience you have to date.
