abstract: Research administrators (RAs) are integral to universities and corporations as the first point of contact for faculty in research proposal submissions. RAs are also the intermediary between the university or the institution and the office sponsoring the project. The multiple demands placed upon RAs could potentially lead to burnout. The objective of this mixed-methods action research study was to understand better how incorporating mindfulness practices (e.g., breathing exercises, meditation) may allow RAs to manage or potentially eliminate burnout. Participants learned about mindfulness through a smartphone meditation application, which also shared various coaching techniques for reducing stress in their work-life. Results obtained from the quantitative and qualitative pre- and post-intervention data showed RAs might benefit from managing daily work life by incorporating mindfulness practices. While many were aware of the concept of mindfulness and university trainings, they expressed their demanding work environment is continually changing, and a solution in reducing burnout may need to be continuously redefined. The understanding gained from this action research study is RAs can benefit from mindfulness tools and techniques. Furthermore, other colleges or institutions with pre-award research administrators may benefit from how to aid in lowering burnout in their daily work environments. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Recent literature regarding occupational stress in higher education has predominantly focused on students or student-facing activities such as teaching and advising, overlooking stress in research creation, research production, and research administration. Guided by the Job Demands-Resources model and Organizational Support theory, this dissertation used a mixed methods approach to address this gap through an examination of stressors and stress moderators among U.S. tenure-track faculty, tenured faculty, and university research administrators. Results from this dissertation study showed that members of the academic research workforce encounter a variety of occupational stressors that impact their job performance and overall well-being. Quantitative results revealed a link between perceived occupational support and perceived organizational support and that perceived stress was highest among early career faculty members. Qualitative results identified operational intensity, organizational complexity, negative workplace climates (such as bullying, racism, and sexism), and interpersonal factors as job demand stressors. Identified job resources that moderated stress included institutional support, social resources, talent management, and well-being resources. These findings suggest that institutions can enhance employee well-being and research creation, production, and administration through implementation of support systems that facilitate positive work climates.