Index
ISBN: 978-1-83797-505-1, eISBN: 978-1-83797-504-4
Publication date: 17 July 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Walker, K.D. and Kutsyuruba, B. (Ed.) The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions, Emerald Publishing Limited, Leeds, pp. 365-378. https://doi.org/10.1108/978-1-83797-504-420241026
Publisher
:Emerald Publishing Limited
Copyright © 2024 Keith D. Walker and Benjamin Kutsyuruba
INDEX
Academia
, 258
Academic advisory support
, 80
Academic landscape
, 122–123
Academic leaders
, 200
academic leadership development in HE
, 201
context and methodology
, 203–204
informal mentorship and positive role modeling
, 206–208
positive organizational perspectives on leadership development
, 201–203
positive perception of academic leadership role
, 204–206
research findings
, 204
Academic pressure
, 350
Academic resources, importance of
, 43
Academy Space
, 11, 269–272, 276
imagining
, 275–276
Ackee Grove College
, 187–188, 191, 193
Active supervisor engagement
, 99
Adaptive mentorship model (AM model)
, 50, 124
AI as philosophy for
, 123
relationship
, 127
Administrative faculty
, 179
role relationships between faculty colleagues and
, 174–175
Administrators
, 248
open door policy
, 248
Adolescents
, 34
Adult education
, 232
Adversity
, 22
Advisor
, 94
in development of faculty
, 139–140
Agency, belonging, and competencies framework (ABC framework)
, 8
Agile initiator
, 301
Ako process
, 275
Ambiguity
, 174
American College Health Association
, 332
American Psychological Association, The
, 84
Aotearoa, tertiary education environment in
, 274–275
Aotearoa NZ, pacific people in
, 120–122
Appreciative heart concept
, 127
Appreciative inquiry (AI)
, 120
four phases of
, 124
grow phase
, 132–133
guide phase
, 129–132
as philosophy for AM
, 123
realization phase
, 128–129
recognition phase
, 124–127
Appreciative listening behaviors
, 132
Appreciative mentoring
, 8
Appreciative mentorship
, 120
Apprenticeship
, 77
Attachment-aware schools
, 37
Authentic leadership
components of
, 26–27
exploration of
, 25
overview of authentic leadership theory
, 25–26
psychological capabilities for authentic leadership
, 27
significance of authentic leadership for transition to university
, 27–28
theoretical framework for authentic leadership for transition to university
, 28–29
theory
, 29
Authenticity
, 25, 28
Autonomy
, 194, 351
Autonomy-supportive supervisors
, 94
Balanced processing
, 26
Banana Avenue College
, 187, 189, 192
Belonging in academia
, 141–142
Board of Studies meetings
, 67
Broaden-and-build theory of positive emotions
, 178
Burnout
, 171, 240
Calling, connection of
, 43–44
Canada
, 203
Canadian Bureau for International Education (CBIE)
, 317
Canadian Education, international students’ perceptions of
, 320–321
Canadian Health Promoting Campuses Network, The (CHPCN),
Canadian higher education context
, 330
Canadian post-secondary institutions
, 52
Canadian University, insights from study of select sub-Saharan African students in
, 319–322
Capability for flourishing of educational leaders
, 292–293
Capacity for flourishing of educational leaders
, 292–293
Care
, 153, 163, 306–307
Caribbean Centre for Educational Planning, The
, 186
Center for Disease Control and Prevention (CDCP)
, 4
Challenges
, 240, 243
Chilly climate
, 172–173
Chronic loneliness
, 140
Clarity, standards, and rewards (CSR)
, 216
Cloning
, 78
Co-constructing learning
internal review of masters program
, 65–70
masters in educational leadership and management
, 63–65
Collaboration
, 69
Collaborative leadership
, 336
Collaborative supervision for doctoral students
, 83
Collective endeavor
, 222
Collectivism
, 272
College leaders
, 192, 194
to address wellbeing
, 189–192
middle leaders’ perceptions of college leaders addressed wellbeing
, 188–189
Collegiality
, 69
Colonialism
, 274
Comitato Unico di Garanzia (CUG)
, 260, 262
Communication
, 99–100
Community
, 62, 65
conversations
, 69
sense of
, 68
Compassion, support through
, 161
Competencies in development of faculty
, 143–146
Conference of Italian Association of all University Rectors (CRUI)
, 263–264
Confidence
, 27
Content analysis
, 243
Courageous Caring Conversations
, 249
Course participants
, 64
COVID-19 pandemic
, 2, 7, 62, 68, 140, 146
Cultural intelligence
, 307–308
Culture
, 217
Data analysis
, 156, 204
Data collection
, 155–156
Degree, connection of
, 43–44
Departmental leadership, framing
, 216–218
Descriptors
, 78
Dimensions of wellbeing
, 348
to higher education
, 347–349
Discovery, dream, design and destiny process (4D process)
, 124
Distributed leadership
, 230
Diversity as determinants of organizational wellbeing in Italian Universities
, 259–260
Docta Sistas
, 142–143
Doctoral apprenticeship
, 78, 85
Doctoral faculty advisor–student relationships
enabling positive outcomes and wellbeing in
, 85
institutional influences
, 82–83
interpersonal influences
, 81–82
personal influences
, 81
possible effects of
, 84–85
psychological dimension of
, 83–84
structural dimension of
, 81
Doctoral programs, wellbeing and savoring in
, 108–109
Doctoral student’s roles and responsibilities
, 79
psychological dimension of doctoral faculty advisor–student relationship
, 83–84
structural dimension of doctoral faculty advisor–student relationship
, 81–83
Doctoral students
, 112
Doctoral supervision and advisement
apprenticeship
, 77
contemporary interpretations, principles, and practices
, 78–79
meanings associated with
, 76–77
Doctorate students
, 79
Duaa (first religious strategy)
, 157
Economic pressures, international students’ arrival and
, 319–320
Edmonton Charter
, 332
Educational institutions role
, 55–56
Educational landscape
, 284
Educational leaders
, 287, 291–292
capability, capacity, and sustainability for flourishing of
, 292–293
perspectives on health and wellness
, 287–288
roles in promoting wellbeing in higher education
, 289–294
wellbeing, flourishing, and sustainability framework
, 294–295
Educational leadership and management, masters in
, 63–65
Effective communication
, 305–306
Effective mentorship
, 120
Effectiveness, pursuit of
, 173
Ego-resilience
, 107
eLearning tools
, 62–63
Emerging adulthood
, 20
Emotion
, 217
Emotional intelligence (EI)
, 218, 307, 309–310
Emotional support
, 191
Emotional wellbeing objective
, 247
Empathy
, 306–307
Empirical evidence on reciprocal wellbeing
, 176
perceived marginal value from relationship and marginal wellbeing issues
, 177–178
Employee wellbeing
, 257
Employer–employee relationship
, 82
Enculturation
, 79
Engagement
, 99–100
Enthusiastic co-participator
, 303
Environmental studies
, 358
Environmental wellbeing
, 247
Ethics Committee
, 84
Eudaimonic wellbeing
, 241
Evidence
, 152, 154
Evidence-based faculty reciprocal wellbeing improvement strategy
, 178–179
Evidence-based reciprocal wellbeing
, 178
Extensive research
, 228
External sources
, 110
Faculty adviser/advisor
, 77
Faculty advisor’s roles and responsibilities
, 79
Faculty agency
, 139
Faculty and leader wellbeing in higher education
, 2
Faculty colleagues, role relationships between administrative faculty and
, 174–175
Faculty development
, 137
Faculty fulfillment
, 138
Faculty members
, 75, 79–80, 226
Faculty motivation
, 141
Faculty of Education, The
, 63
Faculty wellbeing
, 138, 144, 187, 240
(see also Reciprocal wellbeing; Workplace wellbeing)
agency in development of faculty
, 139–140
belonging in development of faculty
, 140–143
chilly climate
, 172–173
competencies in development of faculty
, 143–146
factors impeded institution’s efforts in catering to
, 246
factors play role in
, 172
in higher education
, 353–356
incivility
, 172
mindfulness
, 173
organizational culture
, 173
pursuit of effectiveness and productivity
, 173
role clarity, ambiguity, and conflict
, 174
role relationships between administrative faculty and faculty colleagues
, 174–175
strategic planning goals and implementations for
, 244–246
and teaching/learning, connection between students’ wellbeing and
, 226–227
ways to improve
, 246
wellbeing constructs at higher education environment and
, 171–172
Field training
, 50
First-year experience
, 36, 42
First-year higher education settings
behavior
, 42–43
connection of degree and calling
, 43–44
elements of influence
, 35
first-year experience
, 36
importance of academic resources
, 43
influence
, 44
insight from field
, 40–42
mentorship
, 39–40
student engagement
, 38–39
transformational learning
, 36–38
welcoming vs. mattering
, 42
First-year programming
, 42
Flourishing
, 5, 202, 205, 286
of academic leaders
, 200
of educational leaders, capability, capacity, and sustainability for
, 292–293
for leaders in higher education
, 285–286
Four-dimensional model
, 27
Gender Balance Sheet
, 261, 264–265
Gender equality as determinants of organizational wellbeing in Italian Universities
, 259–260
Gender Equality Plan (GEP)
, 261
Gender segregation
, 259
Gender socialization
, 172
GEP
, 265
Globalization
, 201
Governance of organizational wellbeing within UniBo
, 262–263
Government and Medical Health Authorities
, 66
Government health schemes
, 187
Government of Jamaica
, 186
Graduate counseling program, application of learning to
, 56–58
Graduate programming
, 92
Graduate programs
, 56, 90
Graduate school
comparison between high and low autonomy-supportive supervisors as reported by learners
, 95
overarching themes and categories emerging from qualitative analysis
, 96
qualitative data analysis
, 93
qualitative findings
, 94–96
quantitative data analysis
, 93
quantitative results
, 93
research methodology
, 92
results
, 93
supervisors and thriving student
, 96
supervisors as key factor in graduate student thriving
, 96–100
supervisory relationships and graduate student thriving
, 90–92
Graduate students
, 47, 53, 90–91, 93, 108
current state of graduate student wellbeing
, 51–52
function
, 80
participants
, 97–98
supervisors as key factor in
, 96–100
thriving
, 90–92
Graduate supervisors
, 56, 90
Graduate thriving
, 52
Grow phase of AI
, 132–133
Guidance
, 99–100
Guide phase of AI
, 129–132
Health, educational leaders’ perspectives on
, 287–288
Health Promoting Campuses (HPCs)
, 331
Health Promoting Universities (HPU)
, 331, 338
Health promotion
on campuses
, 331–332
key challenges to establishing robust health promotion program on campuses
, 337–338
Health Promotion movement, The
, 339
Healthy campuses movement
, 334
Hedonic wellbeing
, 241
“High-risk” groups
, 170
Higher education
, 2, 52, 225
academic leadership development in
, 201
call for attention and moral imagination to foster wellbeing in
, 359–360
capability, capacity, and sustainability for flourishing of educational leaders
, 292–293
complexities of leadership in
, 229–230
dimensions of wellbeing relevant to
, 347–349
educational leaders’ perspectives on health and wellness
, 287–288
educational leaders’ wellbeing, flourishing, and sustainability framework
, 294–295
environment
, 199
faculty
, 184
faculty and leader wellbeing in
, 353–356
healthy behaviors, encouragement of work–life balance, feedback, and recognition
, 290
importance of work–life balance and wellbeing
, 288–289
instructional leadership for wellbeing in
, 228–229
leaders
, 163, 229, 231, 304–305, 309
lessons for higher education from PreK-12 sector
, 227–228
limited implementation of instructional leadership in
, 231
organizations
, 306, 309
promote application of instructional leadership in
, 231–233
research findings
, 289
research methodology
, 289
settings
, 2–3, 7–8
student wellbeing in
, 350–353
teamwork, collaboration, empowerment, and communication
, 293–294
training and development and exemplary leaders
, 291
training and development to support wellbeing
, 284–285
wellbeing, flourishing, and thriving for leaders in
, 285–286
wellbeing at teacher college level of higher education in Jamaica
, 187
wellbeing foci in
, 349–359
wellbeing in
, 286–287
wellbeing in higher education
, 286–287
wellbeing research in
, 345–347
wellness initiatives, resources, access, and support
, 291
Higher education environments
, 308
wellbeing constructs at higher education environment and faculty wellbeing
, 171–172
Higher education institutions (HEIs)
, 184, 194, 200, 240, 322, 324
Higher education leadership (see also Instructional leadership)
framing departmental leadership
, 216–218
leadership, power, and wellbeing
, 218–220
principles and practices
, 220–221
wellbeing
, 221–223
Higher Education Policy Unit (HEPI)
, 214
Higher educational environments
, 300
Holism
, 271–272
Honesty
, 126
Hope
, 27
Horizontal segregation
, 259
Humbleness, support through
, 161
Implementations for faculty wellbeing, strategic planning goals and
, 244–246
Imposter syndrome
, 171
Improvement of teaching and learning
, 232
Incivility
, 172
Inclusion as determinants of organizational wellbeing in Italian Universities
, 259–260
Individual effects
, 81
Informal mentorship
, 206–208
Institution’s efforts in catering to faculty wellbeing, factors impeded
, 246
Institutional influences
, 82–83
Institutional initiatives
, 192
Institutional levels of wellbeing
, 356–359
Institutional services, enabling international students’ transitions and wellbeing using appropriate
, 322–325
Institutions
, 323
Instructional leaders
, 227–229
Instructional leadership
, 229–230, 232
(see also Higher education leadership)
complexities of leadership in higher education
, 229–230
concept
, 227
connection between faculty and students’ wellbeing and teaching/learning
, 226–227
instructional leadership for wellbeing in higher education
, 228–229
lessons for higher education from PreK-12 Sector
, 227–228
limited implementation of instructional leadership in higher education
, 231
promote application of instructional leadership in higher education
, 231–233
Integrated approach
, 266
Internal review of masters program
, 65
new forms of teaching and learning
, 68–70
plotting
, 70
Internalized moral perspective
, 26
International Consultants for Education and Fairs (ICEF)
, 316
International Health Promoting Universities and Campuses (IHPU&C)
, 332
International student transitions and wellbeing
characteristics and needs of international students from different regions
, 317–318
enabling international students’ transitions and wellbeing
, 322
international students’ transitions and adjustments
, 319–322
internationalization and international students in universities
, 316
rethinking international students’ institutional support
, 323–325
International students
, 315
characteristics and needs of international students from different regions
, 317–318
institutional support
, 323–325
recruitment
, 318
transitions using appropriate institutional services
, 322–325
in universities
, 316–318
wellbeing and success
, 319
International students’ transitions and adjustments
, 319
international students’ arrival and economic pressures
, 319–320
international students’ perceptions of Canadian Education
, 320–321
international students’ transitions and adjustment difficulties
, 321–322
Internationalization in universities
, 316–318
Internships
, 47–53
coordinator
, 56–57
placements
, 56
Interpersonal influences
, 81–82
Interpretive phenomenological methodology
, 8
Interview process
, 143
Investments
, 137
Italian Universities, diversity, gender equality, and inclusion as determinants of organizational wellbeing in
, 259–260
Italian university system
, 266
Jamaica, wellbeing at teacher college level of higher education in
, 187
Jamaica Teaching Council
, 186
Jamaican HEIs
, 185
wellbeing in
, 185–187
Job demands resources (JDR)
, 354
Job intensification
, 219
Job satisfaction
, 141, 172, 216
K-12 education
, 229
Kindness
, 222
Leaders
, 151
in higher education, wellbeing, flourishing, and thriving for
, 285–286
wellbeing
, 152–153
wellbeing in higher education
, 353–356
Leadership
, 218–220, 222, 270–272
agile initiator
, 301
competencies
, 303
cultural intelligence
, 308
effective communication
, 305–306
emotional intelligence
, 309–310
empathy, support, and care
, 306–307
engaging inviter
, 301–302
enthusiastic co-participator
, 303
of HEIs
, 184
leadership as hosting
, 300
methodology and design
, 300
models
, 201
positive organizational perspectives on leadership development
, 201–203
positive relationships
, 304–305
safeguarding gate keeper
, 302–303
social, cultural, and emotional intelligence
, 307
social intelligence
, 308–309
space creator
, 302
synergistic connector
, 303
vulnerability
, 310–311
Leadership Route
, 64
Leaf’s theory
, 37
Leaky pipeline
, 260
Learning
, 143, 278–279
application of learning to graduate counseling program
, 56–58
connection between faculty and students’ wellbeing and
, 226–227
new forms of
, 68–70
organization
, 37
Legislative initiatives
, 265
Listening
, 160
Mann–Whitney U test
, 176
Māori environments
, 273
Māori leadership
, 269, 273
accounts of
, 271–273
in non-Māori environments
, 274
Marginal wellbeing issues, perceived marginal value from relationship and
, 177–178
Maritime Provinces Higher Education Commission
, 34
Marriage and family therapy (MFT)
, 52
“Master” teacher
, 77
Masters program, internal review of
, 65–70
Mattering
, 42
Medical model
, 23
Mental health
, 48, 53, 263
Mentee
, 128, 133
Mentoring
, 125, 127–128, 132, 201, 206–207
relationships
, 125, 207
transformative power of
, 133–134
Mentor–mentee relationship
, 123
Mentors
, 79, 122, 126, 128, 133
Mentorship
, 35, 39–40, 206–208
Middle leaders
advice to college leaders to address wellbeing
, 189
case for attention to
, 185
emotional support
, 191
increased opportunities to socialize
, 192
orientation and mentorship to new positions
, 190–191
perceptions of college leaders addressed wellbeing
, 188
professional development
, 188
roles and functions
, 189–190
staff welfare initiatives
, 188–189
Mindfulness
, 173
Momentum for wellbeing in higher education
call for attention and moral imagination to foster wellbeing in higher education
, 359–360
dimensions of wellbeing relevant to higher education
, 347–349
nine dimensions of wellbeing
, 348
wellbeing foci in higher education
, 349–359
wellbeing research in higher education
, 345–347
Moral imaginations
, 352
call for attention and moral imagination to foster wellbeing in higher education
, 359–360
Motivational learning
, 129
Multi-dimensional organization wellbeing
, 346
Multidimensional model of psychological wellbeing
, 24
National Center for Health, Behavioural Health and Safety
, 193
National Draft Higher Education Policy
, 194
National networks
, 331
Navigational devices
, 158
Negative life event
, 22
Negative power dynamics
, 100
Negative relationships
, 84
Non-administrative faculty members
, 177
Non-Māori environments, Māori leadership in
, 274
Non-pandemic scenario
, 70
Normality
, 66
NVivo (data analysis software)
, 156, 289
NZ tertiary education system
, 129
Objective wellbeing (OWB)
, 346–347, 350
Occupational wellbeing
, 247, 263
Okanagan Charter
, 11, 192, 338–339
considerations for effective implementation
, 334–337
current state of graduate student wellbeing
, 51–52
development of
, 332–333
educational institutions role
, 55–56
health promotion on campuses
, 331–332
key challenges to establishing robust health promotion program on campuses
, 337–338
as key framework
, 48
key themes generated from interviews
, 335
necessity of strong evaluation plan to gauge progress and determine next steps
, 337
overview of applicable undergraduate research
, 49–51
personal practices and resources
, 52–53
social relationships
, 53–54
study of Implementation of
, 333–334
supervision and placement factors
, 54–55
two stages of signatory campuses
, 334
work–life balance
, 53
Online platforms
, 62
Optimistic individual
, 27
Organization for Economic Co-operation and Development (OECD)
, 316–317
Organizational culture
, 173
Organizational identity
, 219
Organizational programs and initiatives
, 11
Organizational studies
, 358
Organizational wellbeing
, 255
concept of
, 256–258
governance of organizational wellbeing within UniBo
, 262–263
in Italian Universities, diversity, gender equality, and inclusion as determinants of
, 259–260
in public universities
, 258–259
Organizations
, 215, 217
aspects of
, 218
Ottawa Charter
, 332
Ownership stake
, 82
Pacific Ocean
, 119
Pacific people in Aotearoa NZ
, 120–122
Pacific power of appreciative mentoring relationships
foundational pillars
, 123
four phases of AI
, 124–133
pacific people in Aotearoa NZ
, 120–122
transformative power of mentoring
, 133–134
viewing academic landscape
, 122–123
Pacific students
, 126
wellbeing
, 130
Pacific wellbeing
, 123
Pandemic
, 66
Participant interviewee
, 243
Participants
, 161
Patterson Education Transformation Report (2021)
, 185
Peer support
, 91
Perceived marginal value from relationship and marginal wellbeing issues
, 177–178
Personal effects
, 81
Personal practices
, 52–53
Personal wellbeing
, 215, 222
(see also Faculty wellbeing; Reciprocal wellbeing; Workplace wellbeing)
framing departmental leadership
, 216–218
in HE
, 223
leadership, power, and wellbeing
, 218–220
principles and practices
, 220–221
wellbeing
, 221–223
Pessimism
, 185
Phenomenological research design
, 109–110
Pilot initiative
, 276–278
Placement factors
, 54–55
Policy context
, 215
Positive action plan (PAP)
, 256, 263–264
Positive emotions, engagement, positive relationships, meaning and accomplishments model (PERMA model)
, 5, 24, 202
PERMA+ model
, 24
PERMA+4 model
, 24
Positive leadership approaches
, 11
Positive mentor–mentee relationship
, 54
Positive organizational perspectives on leadership development
, 201–203
Positive Organizational Scholarship (POS)
, 202
Positive outcomes and wellbeing in doctoral faculty advisor–student relationships, enabling
, 85
Positive perception of academic leadership role
, 204–206
Positive psychology movement
, 23
Positive relationships
, 84, 304–305
Positive role modeling
, 206–208
Positive social interactions
, 54
Positive supervisor–student interpersonal relationships
, 90
Positive wellbeing
, 25
Positive workplace
, 153–154
Post secondary education
, 19
Post-secondary context
, 39
Post-secondary education (PSE)
, 332
Post-secondary institutions
, 53
Post-secondary internship student experience
, 49
Post–secondary student leaders
, 23
Power
, 215, 218–220
Prayers
, 157
Pre-pandemic studies
, 170
PreK-12 Sector, lessons for higher education from
, 227–228
Productivity, pursuit of
, 173
Professional development
, 188
Professional Development Route
, 64
Psychological capabilities for authentic leadership
, 27
Psychological capital (PsyCap)
, 27
concept of
, 28
Psychological strengths
, 22
Public sector
, 257
Public universities, organizational wellbeing in
, 258–259
Publishing
, 276
Qualitative data analysis
, 93
Qualitative research
on interning counseling
, 50
study
, 116
Quantitative data analysis
, 93
Qur’an, reading
, 157
Realization phase of AI
, 128–129
Reciprocal wellbeing (see also Faculty wellbeing; Workplace wellbeing)
empirical evidence on reciprocal wellbeing
, 176–178
evidence-based faculty reciprocal wellbeing improvement strategy
, 178–179
factors play role in wellbeing of faculty
, 172–175
methodology
, 175–176
wellbeing constructs at higher education environment and faculty wellbeing
, 171–172
Recognition phase of AI
, 124–127
Rejection
, 140
Relatedness
, 141
Relational learning process
, 124–125
Relational mentoring
, 207
Relational transparency
, 26
Relationships
, 82, 120, 124–125, 128
building
, 127
patterns
, 124
type of
, 126
Religious deeds
, 158
Resilience
for authentic leadership
, 27
exploration of
, 22
importance of resilience for transitional periods
, 23
overview of resilience research
, 22
role of resilient leaders through transition to university
, 22
theoretical framework for resilience for transition to university
, 28–29
wellbeing and
, 24–25
Resilient leaders
, 22
Resilient students
, 22
Resources
, 52–53
Respondents
, 205, 207, 307
Retention
, 39
Return on investment (ROI)
, 173
Risk
, 22
Role clarity
, 174
Role conflict
, 174
Safeguarding gate keeper
, 302–303
Savoring
, 106–108
challenges students faced
, 110–112
data collection and analysis
, 110
limitations
, 116
literature review
, 106
and managing work–life balance
, 115–116
research findings
, 110
research methodology
, 109
strategies
, 108
students’ program/demographics
, 111
and wellbeing
, 112–115
wellbeing and savoring in doctoral programs
, 108–109
Savoring good times
, 106
Science, Technology, Engineering and Mathematics (STEM)
, 172–173, 259
Self-awareness
, 26, 159, 219
Self-care
, 109
support through
, 155, 159–161
Self-compassion
, 107, 109, 116
strategies
, 113
Self-reflection
, 219
Semi-structured interviewing
, 155, 243
Social connections
, 163
support through
, 154–155, 158–159
Social intelligence
, 307–309
Social relationships
, 53–54
Socialisation of doctoral students
, 78
Socialization process
, 76
Solid work–life balance
, 143
Space creator
, 302
Spirituality
, 162
support through
, 153, 156–158
Staff welfare initiatives
, 188–189
Stakeholders
, 307
Strategic planning
, 242–243
Strategic Planning Committee
, 248
Strategic planning goals and implementations for faculty wellbeing
, 244–246
strategic objectives and corresponding wellbeing dimensions
, 245
Student wellbeing
, 6, 57
in higher education
, 350–353
and teaching/learning, connection between faculty wellbeing
, 226–227
Students
, 20, 57, 113–114
engagement
, 38–39, 42
leadership
, 20
retention
, 42
service model
, 324
Student–supervisor relationship
, 54
Sub-Saharan African students in Canadian University, insights from study of select
, 319–322
Subjective wellbeing (SWB)
, 5, 346–347
Supervision
, 54–55
Supervisors
, 50, 54, 90, 94, 96
as key factor in graduate student thriving
, 96–100
and student–supervisor relationship
, 96–97
support
, 97–99
Supervisory relationships and graduate student thriving
, 90–92
Support
, 306–307
Supportive supervisor–student interpersonal relationships
, 90
Sustainability for flourishing of educational leaders
, 292–293
Synergistic connector
, 303
System levels of wellbeing
, 356–359
Systems approach
, 333–334, 336, 338
Teacher college level of higher education in Jamaica, wellbeing at
, 187
Teaching
connection between faculty and students’ wellbeing and
, 226–227
new forms of
, 68–70
“Teaching and learning” scenario
, 67
Tenure process
, 138
Tertiary education
, 121
environment in Aotearoa
, 274–275
Tertiary institution’s approach
concept of wellbeing
, 241–242
factors impeded institution’s efforts in catering to faculty wellbeing
, 246
instruments for data collection
, 243
participant interviewee
, 243
procedure
, 243–244
recommendations to foster faculty wellbeing
, 249–250
research design and methodology
, 243
strategic planning
, 242–243
strategic planning goals and implementations for faculty wellbeing
, 244–246
ways to improve faculty wellbeing
, 246
Thriving
, 33, 92
for leaders in higher education
, 285–286
student
, 96
Transformation concept
, 34
Transformational learning
, 35–38, 42
Transformative learning
, 40
Transformative power of mentoring
, 133–134
Transitional periods
importance of resilience for
, 23
wellbeing through
, 25
Transitions
, 29
components of transitions for university students
, 21–22
resilient leaders through
, 22
theoretical framework for resilience, wellbeing, and authentic leadership for
, 28–29
Translated data
, 156
Tri-Agency Council for research
, 330
Trust
, 194
Undergraduate research, overview of applicable
, 49–51
UniBo
, 260–261, 263–266
governance of organizational wellbeing within
, 262–263
United Kingdom Healthy Universities Network
, 330
Università di Bologna
case of alma mater studiorum
, 260–262
components of transitions for university students
, 21–22
concept of organizational wellbeing
, 256–258
diversity, gender equality, and inclusion as determinants of organizational wellbeing in Italian Universities
, 48, 258–260
gender balance sheet
, 264–265
GEP
, 265
governance of organizational wellbeing within UniBo
, 262–263
mentoring programs
, 122
organizational wellbeing in public universities
, 258–259
PAP
, 263–264
role of resilient leaders through transition to
, 22
significance of authentic leadership for transition to
, 27–28
University of Technology in Jamaica, The
, 186
University of the West Indies (UWI)
, 186
Virtual education
, 63
Volatile-uncertain-complex-ambiguous environment (VUCA environment)
, 2, 199
Vulnerability
, 310–311
Welcoming
, 42
Wellbeing
, 2, 47, 62, 65, 69, 76, 106, 169–170, 184, 202, 218–223, 225, 257, 270–272, 276–277, 284, 329, 345–347
using appropriate institutional services
, 322–325
areas of
, 133
concept
, 316
constructs at higher education environment and faculty wellbeing
, 171–172
data analysis
, 156
data collection
, 155–156
dimensions of wellbeing relevant to higher education
, 347–349
in doctoral programs
, 108–109
educational leaders’ roles in promoting
, 289–294
enabling positive outcomes and wellbeing in doctoral faculty advisor–student relationships
, 85
exploration of
, 23
facilitation extent
, 177
faculty and leader wellbeing in higher education
, 353–356
foci in higher education
, 349
framing concept of
, 3–6
of graduate students
, 90–91
in higher education
, 286–287
importance of
, 288–289
institutional and system levels of wellbeing
, 356–359
instructional leadership for
, 228–229
for leaders in higher education
, 285–286
leaders’ wellbeing
, 152–153
literature review
, 152
methodology and methods
, 155
models
, 23–24
overview
, 6–12
of Pacific students
, 120, 125
research findings
, 156
research in higher education
, 345–347
and resilience
, 24–25
student wellbeing in higher education
, 350–353
support through compassion and humbleness
, 161
support through self-care
, 155, 159–161
support through social connections
, 154–155, 158–159
support through spirituality
, 153, 156–158
theoretical framework for wellbeing for transition to university
, 28–29
through transitional periods
, 25
Wellbeing initiatives
case for attention to middle leaders’ wellbeing
, 185
data collection and participants’ particulars
, 187–188
deliberations on findings
, 192–194
further research
, 195
middle leaders’ advice to college leaders to address wellbeing
, 189–192
middle leaders’ perceptions of college leaders addressed wellbeing
, 188–189
policy
, 194
practice
, 194
recommendations
, 194
wellbeing at teacher college level of higher education in Jamaica
, 187
wellbeing in Jamaican HEIs
, 185–186
Wellness
, 329
educational leaders’ perspectives on
, 287–288
in higher education settings
, 11
notion of
, 5
Whole systems approach
, 331
Work engagement
, 215
Work-integrated learning
, 53
Work–life balance
, 53, 58, 288–289
savoring and managing
, 115–116
Workplace wellbeing
, 173–174
(see also Faculty wellbeing; Reciprocal wellbeing)
relational aspects of
, 176
World Health Organization (WHO)
, 241, 256, 330, 346
Zoom
, 68
- Prelims
- Chapter 1: Introduction: Toward Wellbeing in Higher Education Institutions
- Section One: Student Wellbeing Focus
- Chapter 2: Resilience, Wellbeing, and Authentic Leadership in Student Transition to University
- Chapter 3: Thriving in First-Year Higher Education Settings
- Chapter 4: Supporting Student Wellbeing During Graduate Internships
- Chapter 5: Enhancing the Wellbeing of Academic Staff, Educational Leaders, and Students Through Co-constructing Learning: A Maltese Experience
- Chapter 6: Mutual Commitments and Wellbeing in Doctoral Faculty Advisor–Student Relationships
- Chapter 7: Student Thriving and Supervisory Relationships: Making or Breaking Graduate School
- Chapter 8: Savoring Good Times: How Do Canadian Doctoral Students Maintain Their Wellbeing?
- Chapter 9: Harnessing the Pacific Power of Appreciative Mentoring Relationships in Tertiary Education, Aotearoa New Zealand
- Section Two: Faculty and Leader Wellbeing Focus
- Chapter 10: The ABCs of Faculty Wellbeing
- Chapter 11: Exploring Wellbeing Strategies Among Saudi Female Leaders in Higher Education
- Chapter 12: Reciprocal Wellbeing in Higher Education
- Chapter 13: Six Middle Leaders Speak to Wellbeing Initiatives in Two Jamaican Teacher Training Colleges
- Chapter 14: Success and Flourishing of Academic Leaders in Higher Education Settings
- Chapter 15: Higher Education Leadership and Personal Wellbeing
- Chapter 16: Advancing Wellbeing in Higher Education Through Instructional Leadership
- Section Three: Institution and System-level Wellbeing Focus
- Chapter 17: A Tertiary Institution's Approach to Strategic Planning and Implementations for Faculty Wellbeing
- Chapter 18: Promoting Wellbeing in a Large Public University: The Case of the Alma Mater Studiorum – Università di Bologna
- Chapter 19: Māori Leadership, Māori Youth, and the Academy Space: Developing a Wellbeing Agenda
- Chapter 20: Promoting Wellbeing in Higher Education: Capability, Capacity, and Sustainability for Educational Leaders' Flourishing
- Chapter 21: Leadership as Hosting in Higher Education: Competencies that Enhance Stakeholders' Wellbeing
- Chapter 22: Fostering International Student Transitions and Wellbeing
- Chapter 23: Supporting Wellbeing with the Okanagan Charter: A Health Promotions Framework
- Conclusions
- Chapter 24: Keeping the Momentum for Wellbeing in Higher Education Through Moral Imagination: Concluding Thoughts
- Index