Food Well-Being in the Higher Education Sector: How to Leverage Design Thinking to Create Healthy and Pleasurable Food Experiences Among College Students

2021 ◽  
pp. 167-191
Author(s):  
Jane Machin ◽  
Brooke Love
Keyword(s):  
Higher Education ◽  
College Students ◽  
Design Thinking ◽  
Well Being ◽  
Education Sector

scholarly journals Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study (Preprint)

2020 ◽  
Author(s):  
Changwon Son ◽  
Sudeep Hegde ◽  
Alec Smith ◽  
Xiaomei Wang ◽  
Farzan Sasangohar
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
United States ◽  
College Students ◽  
Multiple Stressors ◽  
Well Being ◽  
The United States ◽  
Survey Study ◽  
Positive Coping ◽  
Negative Impacts

BACKGROUND Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. OBJECTIVE Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. METHODS We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. RESULTS Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. CONCLUSIONS Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.

scholarly journals Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

2021 ◽  
Vol 13 (24) ◽  
pp. 13573
Author(s):  
Pilar Martín-Hernández ◽  
Marta Gil-Lacruz ◽  
Ana I. Gil-Lacruz ◽  
Juan Luis Azkue-Beteta ◽  
Eva M. Lira ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
Soft Skills ◽  
Team Building ◽  
Well Being ◽  
Game Based Learning ◽  
Games For Learning ◽  
Personal Skills ◽  
Health And Well Being ◽  
Do So

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.

Universities as the engine of transformational sustainability toward delivering the sustainable development goals

2019 ◽  
Vol 20 (8) ◽  
pp. 1343-1357 ◽  
Author(s):  
Wendy Maria Purcell ◽  
Heather Henriksen ◽  
John D. Spengler
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Critical Role ◽  
Well Being ◽  
Education Sector ◽  
Content Type ◽  
The Sustainable Development ◽  
Living Lab ◽  
Development Goals

Purpose Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA. Design/methodology/approach The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners. Findings Each case is in effect a “living lab,” positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities. Originality/value The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The “living lab” model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development.

Connectivity, Community, and Kinship as Strategies to Foster Queer and Trans College Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 476-496
Author(s):  
Erich N. Pitcher ◽  
S. L. Simmons
Keyword(s):  
Higher Education ◽  
College Students ◽  
Identity Development ◽  
Well Being ◽  
College Student Retention ◽  
Educational Trajectories ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Hostile Environments

Given that multiple forms of oppression are endemic to higher education, strategies intended to retain queer and trans college students should mirror the strategies of survival and thriving found within queer and trans communities. Fostering and bolstering connections, community, and kinship among queer and trans college students through a lens of multiplicities of identities will better support queer and trans students’ retention. For example, some queer and trans students may depart from an institution—whether temporary or long term to support their own well-being and identity development, given the various forms of oppression that higher education institutions instantiate and exacerbate. We call on higher education leaders to take seriously their role in reducing or eliminating the harm caused to queer and trans college students. Queer and trans college students are resilient within hostile environments and have agency about their educational trajectories.

scholarly journals Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

10.2196/21279 ◽  
2020 ◽  
Vol 22 (9) ◽  
pp. e21279 ◽  
Author(s):  
Changwon Son ◽  
Sudeep Hegde ◽  
Alec Smith ◽  
Xiaomei Wang ◽  
Farzan Sasangohar
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
United States ◽  
College Students ◽  
Multiple Stressors ◽  
Well Being ◽  
The United States ◽  
Survey Study ◽  
Positive Coping ◽  
Negative Impacts

Background Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. Objective Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. Methods We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.

Investigating leadership and employee well-being in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ataus Samad ◽  
Michael Muchiri ◽  
Sehrish Shahid
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Transformational Leadership ◽  
Employee Turnover ◽  
Turnover Intentions ◽  
Well Being ◽  
Professional Staff ◽  
Education Sector ◽  
Content Type ◽  
Employee Job Satisfaction

PurposeThis article aims to understand the underlying mechanisms through which transformational leadership influences employee job satisfaction and turnover intentions. Specifically, the study explores the mediation role of employee well-being on the relationships between leadership and both employee job satisfaction and turnover intentions.Design/methodology/approachEmploying a quantitative research method, data were collected from 280 academics and professional staff from an Australian regional university. The Mplus software was used for data analysis.FindingsThe results showed that transformational leadership had significant positive impact on employee well-being and job satisfaction while it alleviated employee turnover intentions. Furthermore, employee well-being mediated the effect of transformational leadership on employee job satisfaction and turnover intentions.Research limitations/implicationsThe research was cross-sectional, and data were collected from a convenient sample and therefore minimises our ability to generalise the findings to other contexts.Practical implicationsEffective leadership, employee well-being, job satisfaction and employee turnover are of strategic importance in the higher education sector in Australia and internationally. These findings will therefore provide a basis for university policy makers to craft relevant policies that promote effective leader behaviours and enhance employee well-being as they facilitate employee job satisfaction and minimise turnover intentions among higher education sector employees (i.e. academics and professional staff).Originality/valueOur study provides a unique contribution to knowledge as it explains the mediation effect of employee well-being on the relation between transformational leadership a, job satisfaction and turnover intentions.

scholarly journals Optimizing college health promotion in the digital age: Comparingperceived well-being, health behaviors, health education needs and preferences between college students enrolled in fully online verses campus-based programs

2019 ◽  
Vol 9 (4) ◽  
pp. 270-278
Author(s):  
Michelle M. Burcin ◽  
Shelley N. Armstrong ◽  
Jody O. Early ◽  
Holly Godwin
Keyword(s):  
Higher Education ◽  
College Students ◽  
Health Promotion ◽  
Health Education ◽  
Health Behaviors ◽  
Well Being ◽  
National Sample ◽  
College Health ◽  
Data Set ◽  
Growing Population

Background: There is little published about non-traditional and online college students’ health and well-being. College health services must evolve to address the needs of this growing population. The purpose of this study was to explore risk factors, perceived well-being, health behaviors, and health education preferences of US college students enrolled in a fully online academic programs compared to a national sample of college students enrolled in campus based programs. Methods: This cross-sectional study included a volunteer sample of 961 college students enrolled in two large, U.S. accredited online universities. Participants completed an online survey that included questions and sub scales from the National College Health Assessment (NCHA, IIb). Responses on survey items from student learning online were compared to an equal sample of college students enrolled in non-online programs, randomly drawn from the NCHA IIb national data set (n = 961). Frequencies on survey items were calculated and mean scores of subset measures for online students were compared against those from the NCHA data set using two tailed z-test scores and independent sample t-tests with alpha at 0.05. Results: Online students reported significantly (P ≤ 0.05) higher percentages of chronic illnesses, psychiatric conditions, mobility disabilities, deafness/hearing loss, speech/language disorders,cigarette use, obesity, sedentary activity, and depression than the NCHA national sample. Implication for Practice: Health professionals and leaders who work in higher education must consider the shifting landscape and demographics in higher education in order to develop more tailored, innovative digital health promotion approaches that effectively reach the growing population of online, commuter, and older learners.

scholarly journals Student residences: time for a partnership approach?

2020 ◽  
Vol 38 (2) ◽  
pp. 128-146
Author(s):  
Laura McCann ◽  
Norman Hutchison ◽  
Alastair Adair
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Private Sector ◽  
Critical Role ◽  
Well Being ◽  
Education Sector ◽  
Content Type ◽  
Corporate Real Estate ◽  
The Uk ◽  
Uk Higher Education

PurposeRecent years have witnessed significant increases in the number of undergraduate students entering UK higher education. This increase is a result of the removal of the sector-wide cap on student numbers in England and Wales, along with a growth in overseas students attracted by the reputation of UK universities and the weakening of the value of Sterling. Adopting a corporate real estate perspective, the aim of this paper is to understand how the UK student residence market is structured and financed, and to identify the motivations that are driving the strategies adopted by the universities, private sector providers and investors in this market. In doing so, this research seeks to test the appropriateness of the Gibler and Lindholm (2012) model of corporate real estate strategy in the UK higher education sector.Design/methodology/approachData was gathered from a survey of UK university secretaries, combined with interviews of private sector providers, bank lenders and the analysis of secondary data on investment flows into purpose built residential accommodation (PBSA).FindingsUK university real estate strategy is mainly one of outsourcing student accommodation to reduce costs as well as employing modern purpose-built student housing as a marketing tool and brand enhancer. This strategy is also used as a risk mitigatory tool enabling universities to adjust to changing student demands. Revisions to the Gibler and Lindholm (2012) model are proposed to reflect the reality of the real estate strategy adopted by the universities. Private sector providers view the sector favourably and are set to be the main providers of new supply over the next decade, entering into strong partnerships with the universities. While there is evidence of some oversupply of bed spaces in certain cities, well-located developments are viewed as an attractive lending opportunity. Since 2013 there has been significant growth in institutional investment into UK student accommodation, albeit sentiment is currently tempered by political uncertainty.Practical implicationsThe role of PBSA designed to meet modern student requirements is playing a critical role not only in attracting, recruiting and retaining students but also enhancing the overall higher education experience promoting student welfare and well-being.Originality/valueThe corporate real estate strategy adopted by the UK higher education sector is an under researched area. This paper focuses on the strategy surrounding student accommodation provision and reports on the findings of an extensive survey of the key players in this sector. The results are of value to all stakeholders including government and regulators, at a time when higher education is facing substantial challenges. The evidence of a growing partnership between universities and the private sector is viewed as a logical solution, both for the present and the foreseeable future.

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