en تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Source Sans Pro;"><span style="line-height:normal"><span lang="EN-US">We reflect on the complex dynamics of remote working as a form of work flexibility within the higher education (HE) sector. Guided by Self-Determination Theory (SDT), the reflection builds on research into the experiences of administrative and support staff in two HE institutions during and after periods of enforced remote work. The reflection moves beyond summary to offer deeper insight into the evolving world of work in academia. The impetus was the sudden shift to remote work following the COVID-19 pandemic in 2020. For workers in support functions, this transition sparked debate within HE, with limited prior research to inform leadership responses. Independent studies at universities in South Africa and Austria explored staff experiences, and the consistent emergence of autonomy as a key theme led to collaboration and the application of SDT as a robust explanatory framework for optimal remote working conditions. Findings revealed that the three core psychological needs identified in SDT&mdash;autonomy, relatedness, and competence&mdash;were evident in remote work experiences. These were operationalized as self-regulation, connectivity, and flexibility as a way of working.</span></span></span></span></div> Higher Education, Leadership, Remote Working, Self-Determination Theory, Flexible Work Models 156 166 http://johepal.com/browse.php?a_code=A-10-970-2&slc_lang=en&sid=1 Natasha Winkler-Titus 10031947532846003728 10031947532846003728 Yes Stellenbosch University Marie Therese Claes 10031947532846003729 10031947532846003729 No WU Vienna University of Economics and Business Anett Hermann 10031947532846003730 10031947532846003730 No WU Vienna University of Economics and Business