Humanising Higher Education : A Positive Approach to Enhancing Wellbeing 3030574296, 9783030574291

Table of contents :
Foreword
Preface
Acknowledgements
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
1 The Golden Thread on Our Quest to Humanise Higher Education
1.1 Introduction and Rationale for This Book
1.2 Terminology Matters
1.3 Humanising Practice
1.4 The Humanising Framework
1.5 Practising with an Embodied Relational Understanding
1.6 Wellbeing in HE
1.7 Service Excellence, What Does This Have to Do with Humanising Higher Education?
1.8 Bringing Theory to Practise
1.9 Conclusion
References
2 Socio-Emotional Intelligence: A Humanising Approach to Enhance Wellbeing in Higher Education
2.1 Introduction
2.2 The Purpose of Higher Education Institutions Goes Beyond Research and Knowledge Exchange
2.3 Is Socio-Emotional Intelligence Important in the Higher Education Environment?
2.3.1 Self-awareness
2.3.2 Motivation
2.3.3 Managing Our Emotions
2.3.4 Self-esteem
2.3.5 Social Awareness
2.3.6 Empathy
2.4 Self-assessment SEI Questionnaire
2.5 Challenging the Them and Us Culture: We Are All in This Together
2.6 Concluding Thoughts
References
3 Putting Positivity and Relational Energy to Work in Higher Education
3.1 My Journey—An Introduction
3.2 My Journey—A Case for Humanising HE
3.2.1 Virtuosity and Strengths
3.3 What Gets in the Way?
3.4 Leadership
3.5 Relational Energy
3.6 Growing Towards the Sun—An Example
3.7 Conclusion—Our Call to Action
References
4 Positive Education as a Tool to Humanise Higher Education
4.1 Introduction
4.2 Positive Education in Higher Education
4.3 A Positive Education Approach in Higher Education Can Aid Students’ Success
4.4 The Role of Staff in Supporting Students to Develop Prosocial Attitudes
4.5 Positive Education Is About Developing Students Holistically
4.6 With Great Power Comes Great Responsibility: HE Institutions as Culture Leaders
4.7 Conclusion
References
5 Humanising Higher Education by Listening to the Student Voice
5.1 Introduction
5.2 Openness, Honesty, and Realistic Expectations
5.3 Building a Community
5.4 Embracing Students’ Uniqueness
5.5 Conclusion
References
6 Mind the Gap: Supporting Students to Have a Successful Transition to University, It Is Everyone’s Responsibility
6.1 Introduction
6.2 Background
6.3 The Role of Student Services in Supporting Students During Their Transitions
6.4 Part One
6.4.1 The Student Voice
6.4.2 Students Views
6.4.3 Improving Our Whole University Approach to Induction
6.4.4 Online Transition Tool
6.4.5 Student Engagement with Our Online Tool
6.4.6 Evaluation of Our Tool
6.4.7 Online Information
6.4.8 Moving Forward
6.5 Part Two
6.5.1 Staff’s Engagement on Student Inductions
6.5.2 Staff’s Views on Student Expectations
6.5.3 Staff Expectations
6.5.4 Usefulness of the Induction Process
6.5.5 Working Together to Find the “Perfect Host”
6.5.6 One Size Doesn’t Fit All
6.5.7 Conclusions and Suggestions
References
7 Strangers in Strange Lands: Exploring Pathways to Becoming and Wellbeing
7.1 Orientation: Becoming in a Hermeneutic World
7.2 Following Hermeneutic Signposts
7.3 Clearing 1: The Nature of Becoming
7.4 Clearing 2: The Nature of Wellbeing
7.5 From Clearings of Understanding to Becoming Spaces: Locating a Becoming Wellbeing Pedagogy
7.6 Future Mapping
References
8 Digital Competence Frameworks: Their Role in Enhancing Digital Wellbeing in Nursing Curricula
8.1 Introduction
8.2 The Significance of ‘Humanising’ the Curriculum in Nursing
8.2.1 Underpinning Values Building Integrity and Trust
8.3 Digital Learning Journeys
8.4 The Framework for Nursing
8.5 Conclusion and Recommendations
References
9 The Fundraising Academy: An Experimental Model Combining Knowledge Exchange, Real-Life Professional Training and the Development of Socio-Emotional Intelligence
9.1 Introduction
9.2 Background
9.3 The Model
9.4 The Aim of the Academy
9.5 Evaluation During Our First Year
9.6 Main Learning Points
9.6.1 Do not Assume a Level of Knowledge
9.6.2 Transitioning from Education into Full-Time Work Benefits from a Lead Time
9.6.3 Ability to Absorb Volumes of Information vs Societal References
9.6.4 Fundraising Is Even Bigger than We Realised
9.6.5 The Charity Placements Might Experience Difficulties
9.6.6 The Importance of Working Together
9.7 Conclusion
References
10 Ubuntu: Strengthening the Heart of Your Team
10.1 Introduction
10.2 Ubuntu in the Higher Education Environment—How to Get It Right
10.3 Communication Is Key
10.4 Communication Cells
10.5 Active Listening Skills
10.6 Celebrating the Successes
10.7 The Potential for Getting It Wrong
10.8 Conclusion—A Toolkit for Success: Ubuntu Approaches for Managers and Leaders
References
11 Humanising the Pre- and Post-graduation Experience: Alumni Inspiring Undergraduates, a Hidden Resource in Plain Sight
11.1 Introduction
11.1.1 Vygotsky’s Zone of Proximal Development (ZPD)
11.2 Method
11.3 Findings and Discussion: What Course Leaders Said
11.4 Findings and Discussion: What Students Said
11.5 Findings and Discussion: What Graduates Said
11.6 Conclusions and Recommendations
11.6.1 Key Findings Linked to Stakeholders Are Alumni Inputs to First-Degree Teaching
References
12 Leading with a Kind Heart
12.1 Introduction
12.2 What’s at the Heart of Kindness?
12.3 Leading with Heartfelt Kindness—Fad or Fixture?
12.4 Leading the Kindness Revolution in Your Own Back Yard…
12.5 Facilitating Students as Kind Leaders with Heart
12.6 Conclusion
References
13 Lean as a Framework for Humanisation in Higher Education
13.1 Introduction
13.2 Understanding Lean
13.3 Case Study: Lean, an Information Services Service Desk Journey
13.3.1 Case Study Introduction
13.3.2 Task 1: Service Desk Layout
13.3.3 Task 2: Service Desk Visualisation
13.3.4 Task 3: Service Desk Rota
13.3.5 Task 4: Service Desk Call Management
13.3.6 Case Study Conclusions
13.4 Challenges to Lean in Higher Education
13.5 Organisational or Intrinsic Challenges
13.6 Situational, or Extrinsic, Challenges
13.7 Responding to These Challenges
13.8 Conclusion
References
14 Why Politics Is a Good Thing—The Positive Potential of Policy Work (and the People Who Do It) in Universities
14.1 Introduction
14.2 Ivory Towers v Left-Wing Bastions
14.3 The Institutional and Regulatory Context
14.4 It’s All About Our Values
14.5 Dancing with the Devil
14.6 Politicians Are People Too
14.7 The Positive Potential of Policy Work (and the People Who Do It) in Universities
References
15 Humanising Our Experience in Higher Education Through Sustainable Development Education
15.1 Introduction
15.2 Sustainable Development Education, the UN Sustainable Development Goals and Higher Education
15.3 The Humanisation of HE Through ‘Play with Purpose’
15.4 The Tree of Life
15.5 Benefits of the ‘Tree of Life’ Approach
15.5.1 Tree of Life—Action Research for embedding kindness and Sustainable Development principles within Higher Education
15.5.1.1 Risks, Impacts and Dependencies
15.6 Humanising Experiences in Higher Education Through Sustainable Development Education
15.7 Key Actions: ‘Play with Purpose’ and ‘Systems Thinking’
References
16 Our Quest to Humanise HE, the Journey so Far
16.1 Main Learning Gains
16.1.1 Positive Organisational Culture
16.1.2 Using Our Head, Hand and Heart to Humanise HE
16.1.3 Purpose
16.1.4 Passion
16.1.5 Privilege
16.1.6 Relational Energy as We Look to the Future
References
Index

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