Following the Tail: A Comparative Analysis of Job Crafting in Academic Setting

Abstract

This thesis explores how job crafting practices differ between teaching faculty and PhD students at Chalmers University of Technology, with a focus on perceived autonomy, flexibility, and the relational and structural factors that influence proactive role shaping. While both groups engage in job crafting, they do so under different conditions. Our findings show that faculty members, who typically enjoy higher autonomy are more likely to engage in proactive job crafting by aligning their tasks with personal goals and institutional expectations. In contrast, PhD students experience more limited opportunities as their roles are in many cases shaped by supervisory relationships and organizational structure. We introduced the concept of ‘’follow-the tail job crafting’’ to describe how PhD students often adjust within predefined boundaries, following the lead of their supervisor rather than fully reshaping their roles. Their ability to craft is often dependent on how much freedom and support their supervisors provide. Supportive supervision was found to be a key enabler of job crafting, while rigid leadership tends to reinforce disengagement and role passivity. By applying Wrzesniewski and Dutton’s (2001) job crafting framework and integrating theories such as self-determination theory, this thesis provides both theoretical and practical contributions. One of the most important insights is the central role the supervisor and PhD students' relationship has in enabling or limiting proactive job crafting. We argue that academic institutions should raise awareness among supervisors about the potential of job crafting and create structures that encourage autonomy, reflection, and co-creation. This could support greater engagement, motivation, and well-being among PhD students. Although this study was limited to one department at Chalmers University, the findings offer valuable implications for other academic environments seeking to create a more flexible and supportive environment for PhD students, helping them grow into confident, proactive and independent researchers. However, we also see the potential to use the findings in other contexts with apprenticeship-like relationships.