CHVO Spotlight on Research:
Hybrid & Remote Work
This page spotlights research related to hybrid and remote work, including studies completed by NU faculty and students and, over time, select external research shared by the CHVO community. Each study is summarized with a brief takeaway, key findings, and practical recommendations, with links to the full study materials. This page will continue to develop as new studies are added. If you would like to contribute a study, please complete the following questionnaire.
Contribute a study by completing a questionnaire.
How to use this page: Use the menu to jump to a subcategory and explore studies grouped by sub-focus area. Scan the takeaway and bullets for quick relevance. Open the study link for the full abstract and details.
Leadership
Management
Organizational Culture
Technology
Student Experience
A Case Study of Faculty Perceptions of Collaborative Sessions for Student Practicum Experiences in a Fully Online Education Counseling Program (Forthcoming)
Authors: Melanie Shaw, Ph.D., Linda Cummins, Ph.D., National University Audrey Rabas, Ph.D., National University Sladjana Rakich, Ph.D., National University Carrie Lloyd, Ph.D., National University Michael Shriner, Ph.D., National University Samuel Hernandez, Ph.D., National University Ronald Morgan, Ph.D., National University
Context/Setting: Higher education
Abstract snippet: Fully online counselor education programs face an enduring challenge: providing clinically meaningful, supervision-adjacent learning experiences while meeting practicum hour requirements. National University’s School Counseling program addresses this need through weekly synchronous Zoom collaborative sessions facilitated by faculty.
Key findings:
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Faculty experienced the sessions as relationally rich and professionally meaningful, but also cognitively and emotionally demanding.
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Sessions functioned as practicum-adjacent spaces for guided practice, reflection, ethical reasoning, and professional identity development; faculty noted ambiguity due to a lack of shared guidelines and equity concerns across sections.
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Students reported initial uncertainty about the sessions’ purpose but greater appreciation later in the program as their practicum experience increased.
​Link to full study: Scheduled to be published in an upcoming IGI book and the findings shared at the DLA conference
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Motivation, Academic Anxiety, Depression and Well-being among Doctoral Students Over 50
Motivation, Academic Anxiety, Depression and Well-being among Doctoral Students Over 50 (2025)
Authors: Michelle L. Ackerman, Ph.D., and Bettina Shapira, Ph.D., National University
Context/Setting: Higher education, Faculty
Abstract snippet: Increased accessibility to doctoral programs has resulted in a growing trend of doctoral recipients over the age of 45 (6.9% in 2020; NCSES, 2020). Recent studies suggest doctoral students are at significantly higher risk of negative mental health outcomes such as anxiety and depression compared to the general population and current employees with high levels of education (Leveque et al., 2017; Evens et al., 2018).
Key findings:
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The highest reported motivations were interest in the subject matter/love of learning (23.2%), pursuing an academic career (17.9%), and upgrading or expanding employment-related skills (16.2%).
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Age, gender, number of children in the home, household income, course type (traditional vs. online), and university type were associated with mental health outcomes.
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Older doctoral students reported anxiety and depression risks consistent with prior research on doctoral-student mental health.
Link to full study​​
Employee Experience
Belonging: A Qualitative Descriptive Study Exploring the Experiences of Adjunct Faculty Who Teach Remotely at Higher Education Institutions (2025)
Author: Emily Spranger, Ed.D., National University
Context/Setting: Higher education
Abstract snippet: This study addressed was the lack of belonging adjunct faculty teaching remotely at higher education institutions experience, leading to job dissatisfaction, high attrition, a decrease of effectiveness in the classroom, and feelings of isolation. The purpose of this qualitative descriptive study was to explore how adjunct faculty who teach remotely in higher education institutions experience belonging.
Key findings:
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Adjunct faculty described remote adjuncting as isolating, with belonging strongly shaped by whether they were included by the institution and colleagues.
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Recognition and feeling valued were described as key drivers of motivation and belonging.
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Participants emphasized that relationships—and a sense of belonging—develop only when both the institution and faculty actively seek connection.
The Effects of the COVID-19 Pandemic on Redesigning Human Resource Management Functions: A Qualitative Study (2025)
Author: Kisstern Hagins, Ph.D., National University
Context/setting: Higher Education
Abstract snippet: This qualitative study examined how the COVID-19 pandemic catalyzed the redesign of human resource management (HRM) functions within organizations transitioning to hybrid and virtual work models. Using a descriptive Husserlian phenomenological approach, the study explored the lived experiences of HR leaders responsible for workforce continuity, compliance recalibration, employee well-being, and digital enablement during crisis conditions.
Key findings:
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HR evolved from an administrative function to a strategic architect of hybrid workforce systems.
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Adaptive leadership became essential for sustaining performance and trust in distributed environments.
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Digital HR transformation shifted from an optional enhancement to an operational necessity.