Abstract
M.Com. (Human Resource Management)
The use of Information Communication Technologies (ICTs) to work after regular working
hours has become prevalent in the academic profession. Although ICTs are known to
enhance work flexibility, they also seem to encourage academics to use ICT devices after
hours for work-related purposes. This consequently questions the work flexibility, which is
enabled by ICTs, and the potential impact that this has on the work–life conflict (WLC)
experienced by academics.
The primary objective of this study was to investigate the phenomenon of technology assisted
supplemental work (TASW) and the implications that this has on the WLC
experienced by academics at a higher education institution in South Africa. In addition, the
moderating roles of gender, marital status and whether or not the respondents had children
were factors, in these academics‟ personal lives, which were taken into consideration in
investigating the relationship between TASW and WLC.
The study adopted a quantitative research approach, and made use of an online survey,
composed of three sections, to collect data. Section A included demographic-related
questions, while Section B contained questions from a pre-existing WLC scale, and Section C comprised of a pre-existing scale used to assess TASW. The sample consisted of
academics from a higher education in South Africa (n = 216).
The results of the research engaged in revealed a significant relationship between TASW
and WLC. Regarding the relationship between TASW and the three forms of WLC, the
results revealed that TASW is significantly and positively related to time-based and strainbased
WLC. There is no significant relationship between TASW and behavioural-based
WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender,
children and marital status all significantly moderated the relationship between TASW and
WLC.
This study contributes further knowledge to the emerging field of research relating to TASW
in a South African context. In addition, this study also emphasises the implications of using
ICTs and their potential to encourage academics to extend their working hours. This study
therefore questions the benefits of this work flexibility that many academics are privileged to
have from using ICTs.