Experiences of Relatedness during Enforced Remote Work among Employees in Higher Education

Abstract

The aim of this study was to investigate experiences of relatedness among higher education staff during enforced remote work caused by the COVID-19 pandemic. Experiences were investigated both at the earliest stages of enforced remote work (April 2020) and in November/December 2021. Remote work experiences were analysed through the lens of Deci and Ryan’s self-determination theory, especially through the concept of relatedness. Within this framework, relatedness is described as one of three basic psychological needs affecting health, well-being, and productivity. The main research focus includes ascertaining which factors affect experiences of relatedness among employees in higher education at work at the beginning of enforced remote work and at the end of it. The study uses qualitative data collected from Finnish university employees, analysed using theory-driven content analysis. The analysis of the two datasets enabled us to identify three categories of relatedness: (1) interaction among co-workers, (2) feelings of care and (3) experiences of connectedness. The results showed that the experience of relatedness was severely challenged during the enforced work period. In the future, the need for relatedness needs to be addressed more deliberately in multi-locational work conditions because remote work is especially affecting the experiences of relatedness. Positive experiences of relatedness can be achieved even in remote work conditions with deliberate and thought-out actions, for example by developing good remote interaction practices within the team and remote leadership practices that convey care for the employees.

Keywords

• higher education employees
• enforced remote work
• self-determination theory
• basic psychological needs
• relatedness
• content analysis