Quiet Quitting in Higher Education: Examining Silent Disengagement Among Faculty Members

Abstract

The phenomenon of “quiet quitting,” characterized by employees limiting their efforts to formally prescribed responsibilities while disengaging from discretionary contributions, has gained increasing attention across sectors, including higher education. Within academic institutions, faculty members play a critical role not only in teaching but also in research, mentoring, institutional development, and knowledge dissemination. However, rising workloads, role ambiguity, administrative pressures, and declining intrinsic motivation have contributed to a subtle yet significant form of disengagement among educators. Furthermore, the research investigates the impact of silent disengagement on institutional effectiveness, student outcomes and academic culture. The paper also highlights how quiet quitting may remain largely unnoticed due to its passive nature, making it a challenging issue for administrators to identify and address. Using a mixed-method approach, incorporating surveys and qualitative insights from faculty across various higher education institutions, the study provides empirical evidence on the prevalence and patterns of quiet quitting. It also examines demographic and contextual factors influencing disengagement, such as age, tenure status, discipline and institutional type. The findings suggest that younger faculty and those in precarious employment conditions may be more prone to silent disengagement due to uncertainty and lack of institutional support. In conclusion, quiet quitting in higher education represents a critical challenge that requires proactive attention from institutional leaders. By understanding the factors driving silent disengagement and implementing targeted strategies, higher education institutions can re-engage faculty, enhance job satisfaction, and ensure sustainable academic excellence. This study contributes to the emerging discourse on employee disengagement by contextualizing quiet quitting within the academic environment and offering practical insights for policy and practice.