Purpose

The purpose of this paper is to consider what factors influence the ability of academic staff to remain motivated and to persist in their work environment during the COVID-19 pandemic. Tinto’s (2017) model of student motivation and persistence is reconceptualised to apply to the academic staff by considering their self-efficacy beliefs, sense of belonging and perceptions of career relevance on their motivation levels and adaption to a new environment.

Design/methodology/approach

Utilising Tinto’s (2017) reconceptualised model for academics, this study provides insights into motivation and capacity to adapt during the COVID-19 pandemic. This paper presents observations and reflections from five academics from three universities across two countries in relation to self-efficacy, sense of belonging and perception of career relevance.

Findings

The findings of this study state that self-efficacy beliefs, a sense of belonging and perceptions of career relevance combine to drive both academics’ motivation levels and their ability to adapt to the changing landscape. Self-efficacy was influenced by factors such as struggles with adaptation to new online technologies and researching and teaching in a virtual environment. Academics’ sense of belonging was found to be challenged in unprecedented ways because of physical isolation and sometimes unfavourable home working environments. Perceptions of career relevance were found to be challenged by adverse developments such as reduced promotional opportunities, cuts in resourcing and job insecurity.

Originality/value

This paper makes three important contributions. First, Tinto’s (2017) model of student motivation and persistence is extended to examine academic motivation, adaption and persistence. Second, the model is applied to a crisis where staff face greater strain in maintaining connection to their colleagues and their university. Third, the influence of the COVID-19 crisis is examined by using the reconceptualised Tinto (2017) model in the context of accounting, as accounting international student enrolments and associated revenue streams have been impacted significantly more than those of many other disciplines.

中文翻译：

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影响会计学者在充满挑战的时代的积极性和适应能力的因素

目的

本文的目的是考虑哪些因素会影响学术人员在 COVID-19 大流行期间保持积极性和坚持工作环境的能力。Tinto (2017) 的学生动机和坚持模型被重新概念化，适用于学术人员，通过考虑他们的自我效能信念、归属感和对职业相关性的看法对他们的动机水平和对新环境的适应。

设计/方法/方法

本研究利用 Tinto (2017) 为学术界重新概念化的模型，深入了解了在 COVID-19 大流行期间适应的动机和能力。本文介绍了来自两国三所大学的五位学者对自我效能感、归属感和职业相关性认知的观察和反思。

发现

这项研究的结果表明，自我效能信念、归属感和对职业相关性的看法相结合，共同推动了学者的动机水平和他们适应不断变化的环境的能力。自我效能受到诸如难以适应新的在线技术以及在虚拟环境中进行研究和教学等因素的影响。由于物理隔离和有时不利的家庭工作环境，学者的归属感以前所未有的方式受到挑战。发现职业相关性的看法受到不利发展的挑战，例如晋升机会减少、资源减少和工作不安全。

原创性/价值

本文做出了三个重要贡献。首先，Tinto (2017) 的学生动机和坚持模型被扩展到检验学习动机、适应和坚持。其次，该模型适用于员工在与同事和大学保持联系方面面临更大压力的危机。第三，在会计背景下使用重新概念化的 Tinto (2017) 模型来检查 COVID-19 危机的影响，因为会计国际学生入学率和相关收入流受到的影响比许多其他学科大得多。