ABSTRACT
The purpose of this chapter is to reveal and examine the historical power dynamics across employment contracts in higher education that create inequitable work-life policies and practices. Literature on work-life balance in higher education that has used a critical perspective has found that higher education institutions struggle to move beyond simple policies and small-scale programs for work-life balance to address the broader cultural value and social norm that allows faculty and staff to seek balance. The chapter will conclude with specific recommendations of how individuals and institutions can evaluate current and identify future work-life policies and practices that empower all campus employees.
