Abstract: The overarching purpose of this study is to explore the work/nonwork boundary (WNB) management experiences of the US pre-tenured faculty members during the COVID-19 pandemic. Using Interpretive Phenomenological Analysis as the research design, this study revealed two major findings. First, a combination of personal and professional demands and resources shaped the WNB management experiences of the junior faculty during the home-based telework. Professional demands including scholarly productivity and the urgency of teaching duties were found to lead to mental exhaustion. Second, the disruption caused by the pandemic has added an even greater pressure on the tenure clock for academic promotion. Although the extension of the tenure clock was offered as an institutional resource, it seemed not to be sufficient considering the high levels of stress, anxiety, and burnout the junior faculty members were experiencing. Findings of this study can provide insight and opportunity during a time of extreme disruption and can help power the innovation and cooperation that is essential as the higher-education sector re-imagines its business model.
