Resilience and well-being: a multi-country exploration of construction management students

2019 ◽  
pp. 1-12 ◽  
Author(s):  
Michelle Turner ◽  
Christina Scott-Young ◽  
Sarah Holdsworth
Keyword(s):  
Construction Management ◽  
Well Being ◽  
Management Students

scholarly journals Mental Health and Psychological Well-Being Among Management Students and Educators

2021 ◽  
Vol 45 (1) ◽  
pp. 3-18
Author(s):  
Marissa S. Edwards ◽  
Angela J. Martin ◽  
Neal M. Ashkanasy
Keyword(s):  
Mental Health ◽  
Well Being ◽  
Psychological Well Being ◽  
Management Students

Developing the resilient project professional: examining the student experience

2019 ◽  
Vol 12 (3) ◽  
pp. 716-729 ◽  
Author(s):  
Michelle Turner ◽  
Christina Scott-Young ◽  
Sarah Holdsworth
Keyword(s):  
Project Management ◽  
Job Insecurity ◽  
Well Being ◽  
Content Type ◽  
Postgraduate Students ◽  
Student Resilience ◽  
Sleep Adequacy ◽  
Management Students ◽  
Management Curriculum ◽  
Mental Well Being

Purpose Resilience development during university can increase the likelihood of positive employment outcomes for project management graduates in what is known as a stressful profession where the prevalence of project failure, job insecurity, and burnout is high. However, a focus on student resilience in project management education is scarce. The purpose of this paper is to address this gap by establishing a baseline profile of resilience for project management students, identifying priority areas of resilience development and exploring the relationship between resilience and well-being. Design/methodology/approach In total, 292 Australian students undertaking project management studies completed a survey comprising of the Resilience at University scale, the Short Warwick–Edinburgh Mental Well-being Scale and an item assessing sleep adequacy. Findings A resilience profile for undergraduate, postgraduate, male and female project management students was calculated. The resilience profile identified differences according to gender, and between undergraduate and postgraduate students. Mental well-being and adequate sleep were found to be significantly related to resilience. Practical implications Findings support the call for a greater emphasis on resilience development in the project management curriculum for undergraduates and postgraduates. One priority area likely to facilitate resilience is the ability to maintain perspective. As well as supporting academic achievement, it will assist graduates to navigate through complex, uncertain and challenging project environments. Originality/value This is the first known study of resilience for students undertaking project management studies in higher education.

scholarly journals Teaching multiple approaches to management to facilitate prosocial and environmental well-being

2021 ◽  
pp. 135050762110454
Author(s):  
Bruno Dyck ◽  
Arran Caza
Keyword(s):  
Future Development ◽  
Triple Bottom Line ◽  
Well Being ◽  
Effective Management ◽  
Post Intervention ◽  
Bottom Line ◽  
The Social ◽  
Ecological Thought ◽  
Organizational Scholarship ◽  
Management Students

Friedman’s maxim “The social responsibility of business is to increase its profits” (p. 32) has shaped what managers consider effective management. This Financial Bottom Line approach to management has been challenged by both Positive Organizational Scholarship (POS) and Critical Management Studies (CMS). POS highlights how enhancing prosocial and other nonfinancial considerations can increase profits, consistent with the current dominant Triple Bottom Line approach. In contrast, CMS tends to critique any approach that seeks to maximize profits by creating dysfunctional power symmetries and marginalization. This study introduces a third option, the Social and Ecological Thought approach, which promotes maximizing social and ecological well-being while remaining financially viable. A longitudinal pre-post intervention in a sample of undergraduate management students showed that teaching multiple approaches to management—Financial Bottom Line, Triple Bottom Line, and Social and Ecological Thought—resulted in learners becoming less likely to espouse profit-related goals (e.g. to maximize efficiency, productivity, profitability) and more likely to identify nonfinancial ones (e.g. extra-organizational prosociality and reduction of marginalization) when characterizing effective management. However, the results did not support predictions regarding intra-organizational prosociality and marginalization, or power asymmetries. We discuss implications for pedagogy and the future development of POS and CMS.

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