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.
