Purpose This study aims to address several key aspects of quiet quitting in higher education. Here are the main objectives. It to analyze models quiet quitting, which is crucial for understanding how to address this issue effectively in educational institutions. It investigates whether employees generations have experienced changes in their work styles and mindsets that to the quiet quitting phenomenon. By identifying its effects, the study aims to provide valuable insights for university leaders to implement strategies to mitigate the negative consequences associated with quiet quitting Design/methodology/approach This study empirically examines the causes and implications of quiet quitting behavior in higher education. This research was conducted in all universities, both public and private, in Indonesia. The population to be studied educators various age levels in positions universities, both private and public, in Indonesia. The sample size of this study is 150 respondents. This study six main variables: Job Performance, quiet quitting, Burnout, poor leadership, dissatisfaction, disengagement, and employee generation. The research model in this social exchange theory (SET). This study aims to empirically test the causes and implications of quiet quitting behavior in higher education. This study proposes building a model to mitigate the negative effects of quiet quitting by reducing the causes, such as the effects of burnout, poor leadership, dissatisfaction, and disengagement that often occur in Generation Z today. The instrument that will be used in this study is in the form of a questionnaire with closed and open questions. Open-ended questions will later be used as a guideline for researchers in conducting the interview process with respondents. To achieve all these goals, after all the data was collected through interviews and filling out questionnaires, quantitative analysis was carried out using SEM-PLS. Findings The study found that there is no direct influence of burnout on the quiet quitting behavior of lecturers. Conversely, the research revealed a significant negative relationship between burnout and lecturer productivity. And then, there is no direct influence of leadership on quiet quitting behavior or lecturer performance. The research concluded that employee dissatisfaction and disengagement significantly influence quiet quitting behavior, negatively impacting overall lecturer performance. So that this emphasizes the need for academic institutions to adopt strategies that enhance faculty engagement and satisfaction. Recommendations include providing professional development opportunities, improving managerial support, and fostering a supportive organizational culture. Research limitations/implications Sample Size and Diversity. The research utilized a sample size of 100–200 lecturers from both public and private universities. While this range provides some insights, a larger and more diverse sample could enhance the generalizability of the findings. The limited sample may not fully represent the broader population of lecturers across different regions and types of institutions in Indonesia Cultural Context The findings are specific to the Indonesian higher education context, which may not be applicable to other cultural or educational settings. Differences in cultural attitudes towards work, engagement, and academic expectations could influence the generalizability of the results to other countries or regions. Practical implications Monitoring and Evaluation: Regular assessments of lecturer engagement and satisfaction can help identify early signs of quiet quitting. Institutions should establish feedback mechanisms to gauge lecturers' feelings about their work environment and responsibilities. This proactive approach can help address issues before they escalate into disengagement. Addressing Burnout and Job Satisfaction: Universities should implement support systems to address burnout, such as mental health resources, workload management, and fostering a supportive work environment. By improving this, institutions can mitigate the negative impacts of quiet quitting on performance. Social implications Impact on Student Learning: When lecturers engage in quiet quitting, their lack of involvement can directly affect students' educational experiences. Decreased Academic Innovation: Quiet quitting can stifle creativity and innovation within academic institutions. Generational Impact: The study highlights that Generation Z lecturers are particularly affected by burnout and disengagement. As this generation enters the workforce, their experiences and attitudes towards work can shape future workplace cultures. Originality/value The study addresses the emerging phenomenon of quiet quitting, which has gained attention in recent years as a response to burnout and work-life imbalance. By focusing on this timely topic, the research provides insights into the changing dynamics of work engagement among lecturers, particularly in the context of Indonesian universities. Broader Implications for Higher Education: By exploring the relationship between quiet quitting, burnout, and lecturer performance, the study contributes to a broader understanding of how these factors can impact the quality of education and institutional effectiveness. This insight is crucial for developing strategies that promote a healthier work environment.
Putri et al. (Wed,) studied this question.