Higher Education (HE) has become increasingly complex to navigate for emerging academics, particularly in transforming contexts such as South Africa, where institutions are mandated to increase the representation of historically excluded groups, resulting in additional burdens. Systemic inequalities and identity-based stressors, such as race and gender, heighten well-being risks and mental health challenges, threatening retention and the achievement of transformation goals.
A scoping review conducted by the authors examined the strain experienced by emerging academics. Findings highlighted factors at three levels: individual (e.g., professional identity, race, gender), relational (e.g., friendships, social identity, bullying), and organisational (e.g., culture, work-family impact). Together, these factors influence the mental health of emerging academics, their risk of burnout, and their perceptions of organisational justice. This study builds on these findings of the scoping review by employing the Capability Approach (CA), a social justice framework that emphasises equal opportunities rather than equal resources. Equality of opportunity is seen as more inclusive and enabling, offering a stronger pathway to achieving social justice.


Using a qualitative research design, we conducted interviews and focus groups with emerging academics to explore their work values, and the contextual factors shaping their capabilities and well-being. ATLAS.ti was used to analyse the data.


Given their strategic role as future scientific leaders, supporting the well-being and flourishing of emerging academics is essential. Empirical insights into their experiences inform organisational policies that advance diversity, inclusion, and transformation in South Africa, while also contributing to global efforts to reduce inequality and promote organisational justice, particularly for emerging Black academics.