A Understanding the Role of Job Crafting among University Faculty: A Qualitative Inquiry

Abstract

Academicians in Higher Education Institutes (HEIs) are expected to act proactively by demonstrating commitment to lifelong learning, maintaining high research standards, and fostering innovative thinking. Job crafting refers to the proactive redesign of one’s job to enhance its meaning, interest, and satisfaction through task crafting, cognitive crafting, and relational crafting. This study adopted a qualitative approach and conducted a focus group with seven faculty members from the University of Management and Technology, Lahore, selected through purposive sampling. A semi-structured interview protocol was used, covering dimensions such as increasing structural job resources, decreasing hindering job demands, increasing challenging job demands, and enhancing social job resources. The recorded responses were analyzed using thematic analysis, which generated themes related to the nature of work, personal growth, self-satisfaction, infrastructure deficiencies, relationship building, work environment, motivational levels, organizational policies, time management, cognitive restructuring, socialization, and individual behavior. Findings revealed that job crafting significantly influences faculty members’ relationships, self-actualization, and personal development, while also highlighting challenges such as inadequate infrastructure and preferential treatment. The results align with the Job-Demand Resource (JDR) theory and suggest that job crafting can play a vital role in improving employee performance and psychological well-being within academic institutions.