Vocational education, self-employment and burnout among Australian workers

Australian Journal of Social Issues, Autumn, 2009 by Joanna Sikora, Lawrence J. Saha

We have also investigated in more depth the variations in propensity to burnout among holders of academic and vocational credentials and among particular occupational groups within the self-employment sector. Workers who have skilled vocational qualifications are less prone to burnout when compared to those with basic vocational qualifications. In fact their risk is comparable to that of highly educated professional employees in supervisory positions. This supports our second hypothesis (H2). We have also found that part of the effects of educational credentials rests in their provision of entry to particular occupations, and that persons in occupations with higher status are less prone to burnout, as predicted by our third hypothesis (H3).

Professionals, particularly when working for their own business, are at the lowest risk of burnout, and the skilled have an advantage over the unskilled. This is the case not only among the self-employed but also among the employees. Finally, we have found that precarious work arrangements, that is part-time as opposed to full-time work, the former of which is often linked to casualisation, is positively related to burnout. This is consistent with our fourth hypothesis (H4).

The work conditions among the professional self-employed and the skilled self-employed, which make them less prone to burnout, are similar. Both the academically educated professional entrepreneurs and the vocationally skilled self-employed have higher levels of autonomy, consider their work identity important, and, as already demonstrated, feel significantly more job satisfaction than any other employees (Evans & Sikora 2004).

Overall our research reveals that particular educational credentials, both their type, namely academic versus vocational, and level may equip graduates with characteristics that help combat burnout in specific work situations. This corresponds to the psychological research mentioned at the outset of this paper. In contrast, we have identified influences broader than specific task-related training. Broadly conceived work characteristics also create environments which systematically affect the risk of burnout. This does not supersede but complements the research on burnout within particular professions. We have demonstrated that forms of employment, that is, business ownership, sector, and hours of work all affect our dependent variable above and beyond the psychological predispositions of workers and their immediate work environment.

However this link between vocational education and burnout merits further investigation if we are going to learn more about both the educational preparation of individuals for work, and the nature of work conditions which are necessary to ensure a healthy workforce. So far it seems that in terms of policy implications, we must suggest that programs of vocational training should aim to equip their graduates with higher level rather than only basic skills.

In conclusion, we have demonstrated that, in addition to a range of work characteristics, educational credentials, including skilled vocational education, may minimise burnout. Raising the educational profile of the workforce and providing opportunities for the development of skilled and professional self-employment are two strategies likely to decrease burnout rates. But while academic credentials benefit individuals only indirectly, through facilitating placement in professional jobs, vocational qualifications benefit workers both directly and indirectly. This, in addition to considering a broad range of work characteristics, should be taken into account in future endeavors to understand and curb exhaustion, apathy and negative work behaviour, not only among workers in the service sector, but also among workers in general.