Exploring the Impact of Quiet Quitting on Academic Standards, Student Satisfaction, and Research Output: A Human Resource Perspective Using Job Demand-Resource Theory

Abstract

In human resource management, the term "quiet quitting" refers to employees who stop working beyond their job description, instead putting in just the minimum effort at work. The present study aimed to investigate the impact of quiet quitting, operationalized as discontinuation an as far slow disengagement of faculty, on three main outcomes: academic standards, satisfaction among students and research output. Research has shown that students thrive in supportive environments where they receive encouragement and individualized attention from faculty. When faculty members adopt a quiet quitting mentality, students may perceive a lack of commitment and support, leading to feelings of alienation and dissatisfaction. This disconnect can have serious implications for retention rates, as students are more likely to withdraw from their studies when they do not feel valued or motivated by their instructors. Nexus to the consequences, this study adopted Job Demands-Resources (JD-R) Theory as a theoretical lens faculty members' Psychosocial demands of the job, and Capabilities job resources can indeed have sweeping influence on their engagement and therefore output in those areas. From this theoretical framework derived the research objectives and hypotheses that provide a systematic way of exploring the complex interactions among these factors. The literature reviews also showed that there is a large void within higher education concerning faculty engagement, specifically in relation to the quiet quitting phenomena. This study addressed the significant concern of decreasing faculty engagement and its effect on educational performance. This research might help educational leaders to develop strategies for increasing faculty motivation and commitment, by shedding light on these problems. In doing so, the proposed framework paves the way for further investigations. The quantitative study may have conducted in public sector universities then could establish the relationships as proposed in this study. These findings will further development a richer understanding of faculty engagement processes and their work with academic outcomes, providing institutions with guidance about how to help create a more engaged and motivated academic workforce.