The research and discussion on mental health in academia is really alarming regarding mental health and well-being issues. Eurofund's (2019) study including 28 European countries revealed that workers’ emotional exhaustion and exposure to adverse demands constantly increased in the last 10 years. This situation has a direct impact on workers’ mental health and well-being. Kinman and Johnson (2019) particularly focused on the university academics in their study and their well-being as a result of the changes in the university sector over the last 20 years. There are a number of other studies focusing on the factors that have an impact on academics’ mental health and well-being which revealed teaching pressures, heavy administrative burden, and research pressures as factors affecting academics’ mental health (Barkhuizen, Rothmann, & Van de vijver, 2014; Coulthard & Keller, 2016; Guthrie et al., 2017; Urbina-Garcia, 2020).

Padilla and Thompson (2016) indicated that the teaching model at universities turned into a “business model”. Institutions and global organizations started to demand more skilled academics with more professional degrees and experience (Cohen, 2018). This huge demand for “trained” academics puts pressure on academics and students (Duderstadt, 2009; Rae, 2010). Studies asserted that these demands and pressures have a vital impact on academics’ mental health and well-being (Kinman & Johnson, 2019; Watts & Robertson, 2011). An increasing body of research demonstrates that academics are prone to developing mental health problems (Guthrie et al., 2017; Padilla & Thompson, 2016; Shin & Jung, 2014). 

The demands and huge pressures along with the job characteristics and working conditions cause burnout syndrome among academics (Schaufeli, 2013; Watts & Robertson, 2011). Burnout syndrome decreases job satisfaction and increases mental health problems (Hurtado, Alvarez, Guillermo-Wan, Cuellar & Arellano, 2012; Winefield, Boyd, Saebel & Pignata, 2008). Recruiting international students who are a massive income for universities (Cantwell, 2015), and publishing research with “higher standards” (Kinman & Wray, 2014) paves the way for high levels of stress, depression, anxiety, and other mental health problems among academics (Bell, Rajendran, & Theiler, 2012; Fernández-Armesto, 2009; Mark & Smith, 2012; Peake, 2016; Shepherd & Edelman, 2009). 

The World Health Organisation (WHO) uses well-being to define mental health as “a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community” (WHO, 2018). Thus, coping mechanisms and the individuals’ environment have a strong impact on their well-being. The environment gains enormous importance for academics. While a high level of satisfaction leads to success at universities (Khalid, Irshad, & Mahmood, 2012; Rothman, Kelly-Woessner, & Woessner, 2010), job dissatisfaction and high level of stress leads to burnout and negatively impact academics’ physical and mental health (Barkhuizen et al., 2014; Guthrie et al., 2017; Nicholson, Fuhrer, & Marmot, 2005; Padilla & Thompson, 2016; Richards et al., 2017).

There is increasing research on the scope of academics’ job satisfaction, organizational commitment, and subjective well-being in Turkey (Doğan & Eryılmaz, 2012; Garip, 2019; Koç, 2017; Özdemir, 2001). These studies revealed the relationship between organizational commitment, work-related-need satisfaction, and the well-being of academics. However, the literature on academics’ views on mental health and well-being is limited. Therefore, this research aims to explore the academics’ views on mental health and well-being in academia. In order to meet this aim, semi-structured interviews will be conducted with academics.

The qualitative exploratory research methodology was followed to understand the academics’ views on mental health care and well-being in academia (Stebbens, 2001). This inductive process helps to identify participants' underlying views and opinions from an objective perspective. Semi-structured interviews were conducted to reach this aim. The interview protocol was developed to understand the academics’ views on mental health in academia by researchers involving four areas; (a) Demographic information of the participants, (b) Definition of Well-being and mental health in academia, (c)Resources for improving well-being and mental health in academia, and (d) Obstacles for improving wellbeing and mental health in academia. The invitation for the study was shared with academics via e-mail for the pilot interviews. The interview time was arranged and consent including information confidentiality was taken before the interviews. Data were gathered via semi-structured zoom interviews since the participants lived in different cities in Turkey. The pilot interviews were conducted during January 2023. Data were transcribed using the pure verbatim protocol and thematic analysis (Field & Morse, 1996). The interview questions were finalized by considering pilot interviews.

Since the study aims to understand academics’ views on mental health and well-being in academia, semi-structured interviews will be conducted with academics. The present study is expected to demonstrate the academics’ perceptions of mental health and well-being in academia. Even though there are studies focusing on academics’ mental health problems (Padilla & Thompson, 2016; Richards et al., 2017; Urbina-Garcia, 2020), this study aims to reveal the job demands and resources that have an impact on academics’ well-being and mental health. Therefore, it is aimed to introduce a holistic view on this topic since the study intends to shed light on both demands and resources. A large body of research demonstrated teaching pressures, heavy workload, and heavy teaching and administrative pressures have an impact on academics’ well-being and mental health. There is a limited examination of well-being and mental health among academics in Turkey. Also, there are limited evidence-based recommendations for improving academics’ well-being and mental health. Thus, it is aimed to learn academics' job demands, resources, and suggestions on how to assist them to improve their mental health and well-being at universities. Thereby, this study may support universities’ psychological health centers to develop programs and practices promoting academics’ well-being.

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