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The transition to higher education coincides with a pivotal period in psychosocial and neurobiological development. It is therefore a priority to understand the determinants of university student well-being and mental health and use this evidence to develop and further refine student well-being support – at the individual, learning community and institutional levels.
Read MoreOf the various less-than-comfortable narrative strands of the status quo that the COVID-19 pandemic has succeeded in showing up in stark relief—our rather troubling (if somewhat half-hearted) complacence about the systemic blind-spots that continue to colour the prevailing culture of a clearly inequitable higher education policy-framework—easily features among the most worrying, and thus, among those precise pulse-points that carry tremendous potential to help build the post-pandemic reset better, stronger and palpably fairer. In this piece, the authors endeavour to elaborate upon this and supplement the same with a brief analysis of India’s year-old National Education Policy 2020.
Read MoreThe pandemic has brought in unprecedented changes in societies across the globe. It has altered the equilibrium and forced individuals to move out of their comfort zone, leading to disturbance in psychological well-being in the new normal (Kuster, 2021). This empirical study examines the effect of psychological well-being (PWB) on subjective happiness (SH) of students of higher educational institutions (HEIs) during the global pandemic.
Read MoreTo meet the changing demands of the students and many other stakeholders of education in the twenty-first century, the education systems of different nations of the world are in the process of continuous paradigm shifts in their curriculum, methods of instruction, management, evaluation process and other related components. For achieving well-rounded and integrated development among the learners, integrated programmes play a significant role in the field of education.
Read MoreHigher education students often find themselves suddenly dealing with the new stressors of university life without the supports they were used to. From moving away from home for the first time, to adapting to new academic environments and unforeseen financial hardships, to attempting to make new friends and maintain existing relationships, students often experience a level of stress that may affect their emotional wellbeing.
Read MoreWomen play a pivotal role as role models to inspire the future generation of female leaders in education, whether it is in schools or in Higher Education. According to Hewitt (2020) and Osho (2018), 56.6% of the university student body is comprised of women. The Higher Education workforce, however, reflects a different picture where 45.3% of the workforce are women, as outlined by the Higher Education Statistics Agency’s (HESA) data.
Read MoreAcademia: a world of research and innovation, a field characterised by its drive to push the boundaries of knowledge. Yet in spite of this, in terms of female representation at all levels of the sector, we still have a long way to go. Despite considerable progress over the last few decades, in academia, women continue to face barriers to selection, promotion, recognition in work.
Read MoreThere is abundant evidence available in literature that proactive personality of employees positively influences their work performance (Bakker, Tims, & Derks, 2012). By mobilizing job demands and resources to synchronize them with their own needs and abilities, proactive employees positively influence their work environment and, consequently, their performance (Tims & Bakker, 2010).
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