Remote work in Higher education: Operationalizing Self-determination theory

We reflect on the complex dynamics of remote working as a form of work flexibility within the higher education (HE) sector. Guided by Self-Determination Theory (SDT), the reflection builds on research into the experiences of administrative and support staff in two HE institutions during and after periods of enforced remote work. The reflection moves beyond summary to offer deeper insight into the evolving world of work in academia. The impetus was the sudden shift to remote work following the COVID-19 pandemic in 2020. For workers in support functions, this transition sparked debate within HE, with limited prior research to inform leadership responses. Independent studies at universities in South Africa and Austria explored staff experiences, and the consistent emergence of autonomy as a key theme led to collaboration and the application of SDT as a robust explanatory framework for optimal remote working conditions. Findings revealed that the three core psychological needs identified in SDT—autonomy, relatedness, and competence—were evident in remote work experiences. These were operationalized as self-regulation, connectivity, and flexibility as a way of working.