The academic workplace is no longer defined by shared offices and hallway conversations. As hybrid work becomes the norm, one researcher argues that the shift may be eroding the very ties that keep academic communities functioning.

“Academics are often isolated in their work, and hybrid work has amplified that,” said Dr Rudo Rachel Marozva, a recent NWU PhD graduate, whose new study examined how reduced in-person contact weakened social infrastructure in universities. “Even though we meet online, something gets lost. It’s harder to feel part of a team.”

Drawing on data from three campuses, the study reported lower levels of connection, weakened work relationships and diminished sense of belonging among staff working in hybrid formats.

Dr Marozva’s research focused on what she terms: structural employee empowerment organisational practices” that include access to information, resources, opportunities and support. These, she said, can serve as tools to counter social disconnection.

She outlined a four-phase framework designed to help institutions restore social well-being in a dispersed workforce. The phases explored internal feedback, defining strategy and budget, developing and implementing initiatives, and evaluating outcomes.

“A framework without action is just a document,” Dr Marozva said. “We need intentional leadership, leaders who are willing to listen, adjust and engage their teams regularly while making mindful and purposeful choices.”

The study suggests that even institutions with limited budgets can implement such a framework through strategic planning and resourceful approaches.

Leadership can start by using existing communication tools, repurposing current office spaces for social gatherings, and empowering staff to lead internal well-being efforts. In hybrid settings, Dr Marozva noted, university leaders must be deliberate in leveraging ongoing campus events and programs to foster peer engagement.

Cost-effective methods such as employee recognition, social groups based on shared interests, and team-building activities can be introduced without adding strain

to university budgets. Involving staff in planning ensures relevance and strengthens participation.

“Using the people and tools already in place makes implementation possible even in financially constrained institutions,” said Dr Marozva.

She emphasised that building a workplace culture grounded in social support does not require major funding. Initiatives like mentorship programs, peer partnerships, and buddy systems promote stronger relationships at minimal cost. Digital platforms such as video conferencing and private social groups can also help academics stay connected remotely.

The researcher warned that neglecting social well-being could affect long-term performance, noting links to reduced work engagement, job dissatisfaction and reduced institutional loyalty.

“Academics who experience social isolation or lack of support often show lower motivation and engagement,” she said. “That affects their productivity and performance.”

The consequences extend to higher absenteeism, turnover, and mental health challenges. Without supportive relationships and social ties, Dr Marozva said, academics are more likely to experience anxiety, burnout and emotional fatigue.

Neglecting social well-being also reduces opportunities for collaboration. In an academic environment, that loss undermines the research, teaching and innovation essential to a university’s mission.

“Disengagement is destructive,” Dr Marozva said. “That disengagement affects everything, from teaching and research to collaboration.”

She called on institutions to integrate relationship-building, recognition and inclusive practices into their hybrid policies.

“Without strong social well-being, academics disengage,” Dr Marozva said. “That disengagement affects everything, from teaching and research to collaboration.”

She called for universities to reframe hybrid policies with a stronger focus on relationships, connections and enhanced sense of belonging.

“As hybrid models become standard, the challenge is not only to keep academics online but to keep them connected.”

Dr Rudo Rachel Marozva,