Policy Analysis of Workplace Wellbeing-Related Policies at a Tertiary Academic Institution in Johannesburg: Implications for Academic Employees

Workplace wellbeing is a multidimensional construct shaped by psychological, physical, and organisational determinants. In higher education, human resource and governance policies influence these determinants, yet policy portfolios are often compliance-oriented rather than explicitly wellbeing-focused. Despite increasing global attention to workplace wellbeing, there remains limited empirical analysis of how institutional policy environments conceptualise and operationalise wellbeing, particularly in African higher education contexts. This study critically analysed workplace-related policies at a tertiary academic institution in Johannesburg to assess how wellbeing is conceptualised and operationalised, and to identify gaps relevant to academic employees. A qualitative single-case document study design was employed, guided by the Walt and Gilson Policy Triangle Framework (content, context, actors, processes) and complemented by a wellbeing classification lens. Policies were purposively selected based on predefined inclusion criteria relating to working conditions, inclusion, health and safety, development, and employment governance. Deductive framework analysis was followed by inductive thematic synthesis. Workplace wellbeing was not explicitly defined within the policy portfolio and was inconsistently operationalised. Most policies functioned through indirect pathways and emphasised legal compliance, governance, and procedural oversight. Five cross-cutting themes were identified, including compliance-driven policy architecture, uneven workload governance, and bounded disability inclusion. Key gaps included limited integration of psychosocial risk, insufficient support for chronic illness and non-visible disability, and lack of monitoring of wellbeing outcomes. Institutional policies provide important safeguards but do not operate as an integrated workplace wellbeing framework. Strengthening conceptual clarity, aligning policies with contemporary evidence, and embedding measurable wellbeing indicators may improve employee wellbeing and institutional sustainability. As a single-institution document analysis, the findings reflect formalities of policies rather than implementation and may therefore have limited transferability to other higher education sections. Nevertheless, the study provides a thourough framework for examining how institutional policies shape workplace wellbeing and offers a foundation for future comparative policy analyses.