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.

scholarly journals Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being

2021 ◽  
pp. 074171362110275
Author(s):  
Stephanie J. Babb ◽  
Katrina A. Rufino ◽  
Ruth M. Johnson
Keyword(s):  
Mental Health ◽  
College Students ◽  
Nontraditional Students ◽  
Life Events ◽  
Sleep Disturbances ◽  
Stressful Life Events ◽  
Well Being ◽  
Nontraditional Student ◽  
Life Stressors ◽  
Health And Well Being

The current study sought to measure how the COVID-19 pandemic affected the mental health and well-being of college students, particularly nontraditional students. Participants ( n = 321) completed a series of surveys assessing their level of depression, anxiety, sleep disturbances, insomnia, and well-being. Participants also indicated their nontraditional student characteristics, level of resilience, and additional life stressors due to the pandemic. Statistical analyses found that participants reported higher levels of depression, anxiety, sleep disturbances, and insomnia, with corresponding lower levels of well-being across all students, compared with prepandemic levels. Results showed that while nontraditional students indicated an increased number of life stressors during the pandemic compared with their traditional peers, nontraditional students also demonstrated higher levels of resilience. Nontraditional students appear to be more successful at managing stressful life events due to the increased resilience that comes with age and experience, which can better prepare them to persevere and overcome challenges.

scholarly journals The Neoliberal University in Ireland: Institutional Bullying by Another Name?

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 52
Author(s):  
Margaret Hodgins ◽  
Patricia Mannix McNamara
Keyword(s):  
Higher Education ◽  
Public Management ◽  
New Public Management ◽  
Academic Staff ◽  
Well Being ◽  
The United States ◽  
Decent Work ◽  
New Public ◽  
The Impact ◽  
Health And Well Being

New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.

Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire

2021 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Gökmen Arslan
Keyword(s):  
College Students ◽  
Psychological Adjustment ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Vitality ◽  
Healthy Development ◽  
Adverse Experiences ◽  
Health And Well Being

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially during adverse experiences (e.g., COVID-19 pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological adjustment and whether college belongingness moderated the mediating effect of subjective vitality on students’ adjustment in the context of loneliness. The study sample comprised 333 undergraduate students (69% female) from a public university in Turkey. They ranged in age between 19 and 41 years (M= 21.94, SD= 4.15). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on the psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results indicate that subjective vitality and college belongingness are important mechanisms that may help develop prevention and intervention strategies to foster students’ psychological health and well-being in university settings.

scholarly journals ‘The fact that she just looked at me…’ – Narrations on shame in South African workplaces

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rian Viviers ◽  
Louise Tonelli
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
South African ◽  
Well Being ◽  
The Body ◽  
Theory And Practice ◽  
Work Context ◽  
Negative Effects ◽  
Managerial Implications ◽  
Health And Well Being

Orientation: Shame has been internationally researched in various cultural and societal contexts as well as across cultures in the workplace, schools and institutions of higher education. It is an emotional signal that refers to experienced incongruence of identity goals and the judgement of others.Research purpose: The purpose of this study was to focus on experiences of shame in the South African (SA) workplace, to provide emic, in-depth insights into the experiences of shame of employees.Motivation for the study: Shame in the workplace often occurs and might impact negatively on mental health and well-being, capability, freedom and human rights. This article aims at gaining some in-depth understanding of shame experiences in SA workplaces. Building on this understanding the aim is to develop awareness in Industrial and Organisational Psychologists (IOPs), employees and organisations to cope with shame constructively in addition to add to the apparent void in the body of knowledge on shame in SA workplaces.Research design, approach and method: An interpretative hermeneutical research paradigm, based on Dilthey’s modern hermeneutics was applied. Data were collected through semistructured interviews of 11 employees narrating their experiences from various workplaces, including the military, consulting organisations and higher education institutions. Content analysis was used for data analysis and interpretation.Main findings: The major themes around which shameful experiences evolved included loss of face, mistreatment by others, low work quality, exclusion, lifestyle and internalised shame on failure in the workplace. Shame is experienced as a disturbing emotion that impacts negatively on the self within the work context. It is also experienced as reducing mental health and well-being at work.Practical/managerial implications: SA organisations need to be more aware of shame in the workplace, to address the potential negative effects of shame on employees, particularly if they are not prepared to reframe shame into a constructively and positively used emotion. Safe spaces should be made available to talk about shame. Strategies should be applied to deal with shame constructively.Contribution/value-add: This article expands an in-depth understanding of shame from emic and culture-specific perspectives within SA workplaces. The findings are beneficial to IOPs and organisations to understand what shame is from the perspective of SA employees across cultural groups. The article thereby adds value to theory and practice, offering IOPs a deeper understanding of shame in the work context.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

Supporting Students' Mental Health and Academic Success Through Mobile App and IoT

2019 ◽  
pp. 703-719
Author(s):  
Karolina Baras ◽  
Luísa Soares ◽  
Carla Vale Lucas ◽  
Filipa Oliveira ◽  
Norberto Pinto Paulo ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Success ◽  
Young People ◽  
Interpersonal Relationships ◽  
Time Management ◽  
Well Being ◽  
Mobile App ◽  
Management Guidelines ◽  
Health And Well Being

Smartphones have become devices of choice for running studies on health and well-being, especially among young people. When entering college, students often face many challenges, such as adaptation to new situations, establish new interpersonal relationships, heavier workload and shorter deadlines, teamwork assignments and others. In this paper, the results of four studies examining students' well-being and mental health as well as student's perception of challenges and obstacles they face during their academic journey are presented. In addition, a mobile application that acts as a complement to a successful tutoring project implemented at the authors' University is proposed. The application allows students to keep their schedules and deadlines in one place while incorporating virtual tutor features. By using both, the events from the student's calendar and his or her mood indicators, the application sends notifications accordingly. These notifications encompass motivational phrases, time management guidelines, as well as relaxation tips.

The Role of the Supervisor in Creating and Maintaining an Emotionally Healthy Workplace

2022 ◽  
pp. 1715-1730
Author(s):  
Amy Tureen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Emotional Health ◽  
Well Being ◽  
Organizational Cultures ◽  
Educational Model ◽  
Positional Power ◽  
The Impact ◽  
Health And Well Being

Supervisors, be they employed in higher education or in other industries, operate in capacities that allow them to shape organizational cultures within their departments, divisions, colleges, or broader units. Within the higher educational model, this means that supervisors are uniquely placed to counteract negative elements within the culture of academia, which historically has tended to prioritize individual competitive output, with alternative models that may offer improvements to the emotional health and well-being of higher education employees. This chapter seeks to describe the impact of stress on the health of workers, the employment stressors that are unique to higher education, and the processes by which supervisors in higher education can use their positional power to counteract said stressors and improve academic organizational cultures. The chapter includes practical suggestions for supervisors to enhance wellness and decrease emotional harm in scenarios common to the higher education workplace as identified via social media crowdsourcing.

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