Cognitive Overload and its Plausibility in Impairing the Academic Performance of Professors in State-run Universities – A Qualitative Study in Indian Microenvironment

In this qualitative study, I analysed the magnitude of cognitive overload among professors employed in Indian state-run universities and its impairment of their academic performance. The research was conducted in the Indian higher education framework, where the ever-increasing cognitive overload has significantly impacted academic performance and role expectations of professors. This qualitative study examines the causes of cognitive overload among professors at state-run universities, as well as its impact on their academic performance. This study offers a clearer understanding aimed at establishing cognitive overload as an obstacle to work efficiency within the Indian micro-environment. Semi-structured interviews were conducted with 40 assistant professors, associate professors and professors working at 20 state-run universities in India. The collected data were then examined thematically. Seven interrelated themes surfaced: (1) Task switching and interruptions - continuous juggling between tasks; (2) Pedagogical impact - effects on teaching quality; (3) cognitive symptoms - difficulty in thinking and understanding; (4) Social symptoms - difficulty in interaction and collaboration; (5) Behavioural manifestations - altering behavioural patterns; (6) Physical and emotional toll - complete physical and mental exhaustion and (7) Coping and support - dealing with the problem and assistance. These themes were persistently mirrored across participants, indicating robust data saturation. The study provides insights on the challenges faced by professors in managing their job-related responsibilities in the context of rising cognitive load arising from the administrative setup of Indian universities. The study reveals the impact of cognitive overload on the effectiveness of academic and research performance of Indian professors.