Empirical study to explore freshers’ burnouts in their first job

Abstract

The issue of burnout has garnered significant attention, with the 11th Revision of the World Health Organisation's International Classification of Diseases (ICD-11) recognizing it as an occupational phenomenon stemming from chronic workplace stress. Transitioning from academia to the workforce can pose challenges as individuals move from structured environments to more independent roles. Burnout is not an abrupt occurrence but rather a gradual decline in one's capacity to cope and adjust to ongoing, chronic stress. It encompasses a multitude of factors, including outdated workplace practices, institutional traditions, individuals with specific roles and characteristics at heightened vulnerability, and enduring societal issues. These elements have persisted unchanged for an extended period, contributing to the pervasive presence of burnout in our society. While obtaining a degree is commonly seen as a pathway to employment, specific student attributes may influence the ease of adjustment to early career roles or susceptibility to burnout. As a student what can lead up to or be a remedy to reduce burnout or prepares you for a work environment were three factors: academic schedule, course pedagogy and extra- curricular activities. This research paper explores these factors leading to burnout and gives recommendations to universities to reduce burnout.