The term “quiet quitting” has become extremely popular during the past month. We have been cautious to weigh in. It has been challenging even to comprehend the true meaning of silent resigning and whether it is a terrible idea, let alone assess its prevalence in — and impact on — higher education. Some claim it merely involves rejecting the hustler culture and establishing personal limits.

Quiet quitting has been around for a while, but it’s becoming more popular lately. It’s encouraging that individuals value their personal lives and refrain from glorifying excessive labour. Quiet resignation has frequently been presented as a direct reaction to the pandemic. The COVID-19 pandemic provided moments for employees to reflect on their lives at work, and many concluded that they were being asked to do a great deal. Others went as far as claiming that it’s a spontaneous, unplanned reaction. Employees were not quietly quitting on purpose. Instead, it was the natural effects of the pandemic showing its wear and tear on most people. Sadly, most workers at the time no longer derived significance or legitimacy from their jobs. After having their mortality called into question during the pandemic, employees increasingly looked for relevance outside of the workplace.

Therefore, can creating boundaries constitute silent quitting? Alternatively, is it a rocky path? Everyone knows that nobody wants to enrol in (or send a child to) a university where the personnel and faculty are uninterested or only performing the bare minimum. Instructors, staff, and leaders who genuinely care about students’ education, outcomes, and futures are indeed on the minds of students and their parents when they think about college. Uncompromising quality is required. For an institution, that could be problematic.

Employees’ desire to go above and beyond what is required of them in their jobs is known as organisational citizenship behaviour (OCB) to foster a productive workplace environment that reduces feelings of fatigue and resentment. Altruism, civility, sportsmanship, conscientiousness, and civic virtue are all positive traits that benefit the department, organisation, coworkers, and pupils. They promote camaraderie, boost morale, and elevate the value of work. Employees who receive sufficient compensation, compliments, or appreciation from their company are likelier to be engaged and may even exhibit OCB. Everyone benefits from quiet resignation, but if it conflicts with OCB, it could jeopardise the reputation of higher education and its objective. Employers should discourage employees from quitting quietly and motivate them to concentrate on OCB, which drives the higher education sector.

Quiet resignation is controversial in higher education since it can harm students’ experiences and job prospects. Unfair compensation can also damage the culture and organisation. Over three-quarters of college students experience mental health crises during their post-secondary studies, making student mental health a severe problem. The current socioeconomic climate has worsened mental health problems, resulting in a “quiet quitting” trend that impacts workplaces and post-secondary courses.

Students are also quietly leaving education, particularly college, to maintain their mental health. Quiet resignation is not just happening in the workplace. Students are experiencing high-stress levels, inflation, labour market difficulties, and sociopolitical unrest. Instead of attempting to exceed academic standards, college students now embrace the idea that “Cs get Degrees,” doing just enough to get by and improve their mental health. This strategy helps students manage the pressures of their new responsibilities and enhance their general well-being.

Students in college frequently experience mental health problems that can impair their effectiveness at work. Students should proactively seek treatment, schedule their days to make the most of their time, and prioritise their mental health to manage it. Schools and guidance counsellors may support their students by emphasising school-life balance and encouraging open discussions about mental health difficulties. Making health and fitness a priority should replace the erroneous concept of “quiet quitting.” Employees should only demand more at work if they are being fairly compensated. To prevent student and employee burnout, it is time to do away with the term “quiet quitting” and put more emphasis on offering solid mental health assistance.

At ATAFOM University International, we care for our students and staff’s mental health. We are concerned with holistic development. We thrive on a healthy environment where staff and students are energised but enjoy learning and related activities.

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