Wellbeing in Higher Education

Academic staff and students within higher education settings are confronted by a learning
environment that is academically stimulating, informative, career-focused and socially rich,
which can be intensely competitive and highly charged. Within this learning environment,
academic staff and students are often at risk of compromising their wellbeing in their pursuit of
academic excellence. This book provides an examination of the key areas that are important to
the sustenance of wellbeing within higher education settings, with a view to promoting healthy
learning environments. The chapter authors are predominantly working in the Asia-Pacific rim,
but the book also includes more universal perspectives. The synthesis of the issues covered in
the book is crucial to the understanding of higher education as not only an environment for
gaining knowledge and skills relevant for success in academic and career domains, but also as
an environment for developing socially adept and authentic communication skills. The ideas
presented in this book will further assist academic staff and students to consider ways to
more fully participate in their learning environment so that they can optimize their valuable
contributions to the professional communities they serve.

Marcus A. Henning currently works as Associate Professor and Post-Graduate Academic

Advisor in the Centre for Medical and Health Sciences Education at the University of Auckland.
He is actively engaged in research and his interests include: quality of life, the motivation to
teach and learn, organizational behaviour, and professional integrity.

Christian U. Krägeloh is Associate Professor in the School of Public Health and Psychosocial
Studies at Auckland University of Technology, and a founding member of the New Zealand
World Health Organisation Quality of Life Group (NZ WHOQOL Group). His research
interests are in psychometrics, outcome measurement, and mindfulness.

Rachel Dryer is Senior Lecturer in Psychology at Charles Sturt University and a registered
psychologist. She has extensive teaching experience in online learning environments. Her clinical
and research interests are in psychological conditions that affect learning and behavior, as well as
the learning needs of online students with disabilities.

Fiona Moir is Senior Lecturer in the Department of General Practice and Co-Director of Medical
Student Affairs in the Medical Programme Directorate at the University of Auckland. She
specializes in mental health and practitioner wellbeing and has developed a wellbeing curriculum
and pastoral care structures in the medical programme.

D. Rex Billington is Adjunct Professor in the School of Public Health and Psychosocial Studies
at AUT University. Prior to this he served 18 years in the World Health Organization with a
career appointment holding senior posts in educational development, in the Global Programme
on HIV/AIDS and in mental health.

Andrew G. Hill is Academic General Surgeon practising in Auckland, New Zealand. While his
clinical research interest is in perioperative care his role as a leader of an academic health campus
has led to a strong interest both pastorally and academically in health and wellbeing of both
students and faculty.
Routledge Research in Educational Psychology

The Routledge Research in Educational Psychology series is a forum for scholars

across the field of Educational Psychology to present their latest research and
contribute to the development of the field.

Books in the series include:

Beyond Bullying
Researching Student Perspectives
Simone Paul

Student Motivation and Quality of Life in Higher Education

Edited by Marcus A. Henning, Christian U. Krägeloh and Glenis Wong-Toi

Verbal Protocols in Literacy Research

Nature of Global Reading Development
Susan E. Israel

Connections between Neuroscience and Writing Composition

Plasticity, Care, and Pedagogy
Edward J. Comstock

Challenging the Cult of Self-Esteem in Education

Education, Psychology, and the Subaltern Self
Kenzo Bergeron

Wellbeing in Higher Education

Cultivating a Healthy Lifestyle Among Faculty and Students
Edited by Marcus A. Henning, Christian U. Krägeloh, Rachel Dryer,
Fiona Moir, D. Rex Billington and Andrew G. Hill
Wellbeing in Higher
Education
Cultivating a Healthy Lifestyle
Among Faculty and Students

Edited by Marcus A. Henning,

Christian U. Krägeloh,
Rachel Dryer, Fiona Moir,
D. Rex Billington and
Andrew G. Hill
First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 selection and editorial matter, Marcus A. Henning, Christian
U. Krägeloh, Rachel Dryer, Fiona Moir, D. Rex Billington, Andrew
G. Hill; individual chapters, the contributors
The right of Marcus A. Henning, Christian U. Krägeloh, Rachel
Dryer, Fiona Moir, D. Rex Billington, and Andrew G. Hill to be
identified as the authors of the editorial material, and of the authors
for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-18953-9 (hbk)
ISBN: 978-1-315-64153-9 (ebk)
Typeset in Galliard
by Apex CoVantage, LLC
Contents

List of contributorsvii

1 Introduction: developing meaning and purpose 1

MARCUS A. HENNING, CHRISTIAN U. KRÄGELOH, RACHEL DRYER,
FIONA MOIR, D. REX BILLINGTON, AND ANDREW G. HILL

SECTION 1
Meta-awareness and wellbeing5

2 Mind–body processes 7
MARCUS A. HENNING, MATARORIA LYNDON, SUSAN J. HAWKEN,
AND CRAIG S. WEBSTER

3 Spirituality and religiousness 20

NAE CHANG HAN AND CHRISTIAN U. KRÄGELOH

4 Emotional competence 30
YUKI NOZAKI AND MASUO KOYASU

5 Faculty strategies 44
GEMMA GULATI, ANURADHA LELE MOOKERJEE,
AND VIJAY RAJPUT

SECTION 2
Faculty and student strategies for wellbeing57

6 Self-care: individual, relational, and political sensibilities 59

MIRJAM KNAPIK AND ANN LAVERTY
vi Contents
7 Promoting resilience and minimizing burnout 70
MUHAMAD SAIFUL BAHRI YUSOFF

8 Mindfulness practice in medical education 94

VENUS WONG, JULIE CHEN, AND LI-CHONG CHAN

9 Atoro’ia te peu ‘ā to ‘ui tūpuna: a culturally responsive

pedagogy for Pasifika peoples 107
AUE TE AVA, SUE ERICA SMITH, CHRISTINE RUBIE-DAVIES,
AND AIRINI

10 Sport and exercise 120

MATTHEW WINSLADE AND BRADLEY WRIGHT

11 Food and nutrition 133

RAJSHRI ROY, REBECCA M c CARROLL, ANDREA BRAAKHUIS,
AND CLARE WALL

SECTION 3
Cultivating wellbeing in higher education145

12 Personal and professional development 147

ISOBEL BRAIDMAN, MARIA REGAN, AND JULIA HUMPHREYS

13 Teaching and learning support services 161

EMMANUEL MANALO

14 Equity issues for students with disabilities 174

RACHEL DRYER

15 Ergonomic and ecological perspectives 187

THOMAS J. SMITH

16 Conclusion: synthesising wellbeing issues 204

MARCUS A. HENNING, CHRISTIAN U. KRÄGELOH, RACHEL DRYER,
FIONA MOIR, D. REX BILLINGTON, AND ANDREW G. HILL

Index215
Contributors

Airini, DipTchg BA MEd MBA PhD, is a professor and dean of the Faculty of
Education and Social Work at Thompson Rivers University, British Columbia,
Canada. Airini’s research looks at how to build world-class education systems
where success for all means all. Her current focus is on closing education
achievement gaps experienced by Indigenous school and university students
in Canada and internationally.
D. Rex Billington, Dip PE DipT MA PhD, is an adjunct professor of public
health and psychosocial studies at Auckland University of Technology, New
Zealand. His academic interests are in health psychology, mental health recov-
ery, and outcomes assessment.
Andrea Braakhuis, NZRD PhD, is a senior lecturer in the Discipline of Nutri-
tion and Dietetics, University of Auckland, New Zealand. She coordinates
and teaches in the Master of Health Sciences in Nutrition and Dietetics pro-
gramme, and her areas of expertise include nutrition and dietetics, antioxi-
dants, assessing clinical outcomes, sport and exercise, and nutrition to support
optimal eyesight.
Isobel Braidman is a professor of medical education in the University of Man-
chester Medical School, UK. Her career began as an endocrinologist, with a
PhD on oestrogen action, and further research into the cell biology of the
skeletal response to hormones. Her involvement in interprofessional educa-
tion formed the basis for her introduction of Personal and Professional Devel-
opment into the Manchester MB ChB programme. She was awarded the
prestigious National Teaching Fellowship of the Higher Education Academy
(2011) for her innovations in this field, and the Principal Fellowship of the
Academy (2017) for her leadership role in the MB ChB.
Li-Chong Chan, MBBChir PhD MRCP, was MB Lee Professor in Humani-
ties and Medicine, chair professor in the Department of Pathology, Director
of the Medical Ethics and Humanities Unit, and a co-director of the Centre
for the Humanities and Medicine at Hong Kong University. The late Profes-
sor Li-Chong Chan was a clinician scientist recognised internationally for his
scientific research in childhood leukaemia and a medical educator with special
viii Contributors
interests in problem based learning, curriculum development and mindful
practice. He was the chairman of the Medical Humanities Planning Group
responsible for developing and implementing the longitudinal, core medical
humanities curriculum in the medical school, which was launched in 2012.
Julie Chen, BSc MD FCFPC, is a family physician and assistant professor jointly
appointed to the Department of Family Medicine and Primary Care and the
Bau Institute of Medical and Health Sciences Education at the University of
Hong Kong. She coordinates the Medical Humanities and Professionalism
in Practice programmes in the MBBS curriculum and focuses on student well
being, professionalism, and curricular innovation in her research. In recognition
of her work in medical education, she was the recipient of the Faculty Teaching
Medal in 2012 and the University Outstanding Teaching Award in 2016.
Rachel Dryer, PhD, is a registered psychologist and senior lecturer at Charles
Sturt University, Australia. Her clinical and research interests are in develop-
mental disorders that affect learning and behaviour, and test development. She
teaches both undergraduate and postgraduate subjects in psychological testing
and assessment.
Gemma Gulati, MD, is an internal medicine resident at Memorial Health Uni-
versity Medical Center in Savannah, Georgia, USA, and a prior student of Ross
University School of Medicine. She is working towards completing her residency
and future interests include medical education, cardiology, and critical care.
Nae Chang Han, PhD, is a professor in the Won-Buddhism Department at
Wonkwang University, Republic of Korea, and the director of the Institute of
Mind Humanities at Wonkwang University. His research interests are in soci-
ology of religion and mindfulness. He has conducted empirical research on
the effects of religiosity on attitudes, orientations, and pro-social behaviours
and has co-authored on sociology of religion in Korea.
Susan J. Hawken, MBChB DipObs FRNZCGP MHSc (Hons), is a senior
lecturer in the Department of General Practice and Primary Health Care,
University of Auckland, New Zealand. She undertakes clinical skills teach-
ing in the areas of communication and professionalism. Her research interests
include quality of life issues for doctors, learning in the clinical environment,
and professionalism.
Marcus A. Henning, MA MBus PhD, is an associate professor and the post-
graduate academic advisor at the Centre for Medical and Health Sciences
Education, University of Auckland, New Zealand. He lectures in medical
education, and his research interests include motivation, quality of life, and
professionalism.
Andrew G. Hill, MBChB MD EdD FRACS, is a professor of surgery at the Uni-
versity of Auckland, New Zealand. His research interests are health and well-
being, motivation in undergraduate medical education, and perioperative care.
 Contributors ix
Julia Humphreys was born in Chester, and is a doctor (GP) and a senior clinical
lecturer at the University of Manchester Medical School, UK. Prior to gaining her
MBChB, she completed a BA (Hons) in English, and lived in Japan and Russia
for four years, working as a language teacher. She is a Senior Fellow of the Higher
Education Academy, with a special interest in Medical Humanities and Narrative
Medicine. Her professional background also includes three years working as a
forensic medical examiner. Julia lives and works in Manchester, and is currently
completing her masters in creative writing at the University of Manchester.
Mirjam Knapik, PhD, graduated from the University of Victoria and the Uni-
versity of Calgary and is a registered psychologist in the province of Alberta,
Canada. Her practice is informed by social constructionist approaches to coun-
selling, and her areas of interest include resilience, trauma, anxiety, bereave-
ment, and attention-deficit/hyperactivity disorder. She currently serves as the
chair of student counselling services at Mount Royal University in Calgary,
Alberta.
Masuo Koyasu, BA MA PhD, is a professor of psychology, Konan University,
Kobe, Japan, as well as Professor Emeritus, Kyoto University, Japan. His
research interests include children’s abilities in perspective taking, theory of
mind, and drawing.
Christian U. Krägeloh, PhD, is an associate professor in the School of Pub-
lic Health and Psychosocial Studies at Auckland University of Technology,
New Zealand, and a founding member of the New Zealand World Health
Organization Quality of Life (NZ WHOQOL) Group. His research interests
are in psychometrics, outcome measurement, and mindfulness. He recently
co-edited a book on motivation and quality of life in higher education, and
co-authored a research methods textbook in psychology.
Ann Laverty, PhD, completed her academic studies in Canada and the US and
is a registered psychologist in the province of Alberta, Canada. Her counsel-
ling practice is informed by feminist and constructivist theory and her areas of
interest include emerging adulthood and post-secondary mental health con-
cerns. She is currently a senior counsellor at the SU Wellness Centre at the
University of Calgary in Calgary, Alberta.
Mataroria Lyndon, MBChB MPH PhD Graduand, is a Fulbright Scholar and
Frank Knox Fellow at Harvard T. H. Chan School of Public Health, USA. His
research field is in performance measurement of healthcare systems. He has
completed his PhD focused on medical education at the University of Auckland.
Emmanuel Manalo, MSc PhD, is a professor of educational psychology in
the Graduate School of Education at Kyoto University, Japan. He currently
teaches academic, research, and communication skills to both undergraduate
and graduate students. His research interests include students’ use of learning
strategies, critical thinking, and communication skills development.
x Contributors
Rebecca McCarroll, BSc PGDipDiet MHSc, is a professional teaching fellow in
Nutrition and Dietetics, University of Auckland, New Zealand. She lectures
on nutrition policy and childhood obesity and teaches in the university nutri-
tion clinic.
Fiona Moir, MBChB MRCGP, is a senior lecturer in the Department of General
Practice and medical programme directorate at the University of Auckland,
New Zealand. She is co-head of the Personal and Professional Skills Domain,
runs the Health and Wellbeing curriculum, and has a role in the provision of
pastoral care to students. Her main research interest is the mental health and
wellbeing of health professionals.
Anuradha Lele Mookerjee, MD MPH FACP, is associate professor of medicine
at Cooper Medical School of Rowan University in Camden, New Jersey, USA.
She is involved with undergraduate and graduate medical education in the
Department of Internal Medicine. She has special interest in medical educa-
tion, mentoring, professionalism, and enhancing communication skills.
Yuki Nozaki, BA MA PhD, is a lecturer of psychology, Kyoto University, Kyoto,
Japan. His research interests include emotional competence, emotion regula-
tion, and communication.
Vijay Rajput, MD FACP SFHM, is a chair and professor of medicine at Ross
University School of Medicine (RUSM) in Miramar, Florida, USA. He also
serves as Associate Dean for Academic and Student Affairs for RUSM. He has
a research interest in curriculum development, beside teaching, professional-
ism, and enhancing humanism in the medical profession.
Maria Regan is a non-clinical medical educationalist in the University of Man-
chester Medical School, UK. She currently holds the post of Deputy Lead
for Personal and Professional Development (PPD) in Years 1 and 2 of the
MBChB degree programme. She completed her DEd in 2014 on the role of
online discussions in undergraduate professional development. She is also the
Lead for an Educational Media and Resources module on the MSc in Medical
Education at Manchester. Her subject specialism is information and commu-
nication technology with a scholarly interest in reflective practice and develop-
ment and educational media and technology.
Rajshri Roy, NZRD PhD, is a lecturer in the Discipline of Nutrition and Dietet-
ics, University of Auckland, New Zealand. She teaches in and coordinates the
Master of Health Sciences in Nutrition and Dietetics programme. Her research
is in the area of population nutrition and community dietetics, looking at food
environment interventions and nutritional epidemiology in young adults.
Christine Rubie-Davies, DipTchg BA MEd (Hons) PhD, is a professor of edu-
cation, Faculty of Education and Social Work, University of Auckland, New
Zealand. Her primary research interests are teacher expectations and beliefs
that moderate expectancy effects. Christine primarily focuses on teacher
expectation effects for disadvantaged groups. She has published five books
 Contributors xi
and numerous articles and chapters in prestigious presses; has won national
and international awards for research, teaching and service; and is a fellow of
the Association for Psychological Science.
Sue Erica Smith, PhD, leads the Wellbeing and Sustainability research theme
in the School of Education at Charles Darwin University, Australia. She
researches in intercultural spaces and has particular interest in religion and
spirituality, narratives, and creativity. Sue is also a meditation teacher. She was
the winner of the 2016 Vice Chancellor’s Award for Outstanding Contribu-
tions to Student Learning for her work in a team delivering education to
Indigenous Australian students in remote communities.
Thomas J. Smith, PhD, is a research associate in the School of Kinesiology
at the University of Minnesota, USA. His honours include (1) first author
on a 2015 book, Variability in Human Performance (CRC Press); (2) chair
of the International Ergonomics Association (IEA) Professional Standards
and Education Standing Committee; and (3) originator and committee
member for the IEA Student Award. Research interests encompass con-
text specificity in performance, occupancy quality in offices and health
care environments, educational ergonomics, and HF/E issues in surface
transportation.
Aue Te Ava, PhD, is a lecturer in the College of Indigenous Studies, Education
and Research at the University of Southern Queensland in Brisbane, Australia.
His research interests are in Indigenous/Pasifika health and wellbeing, teacher
education, and cultural significance of health and physical education.
Clare Wall, NZRD PhD, is an associate professor in the Discipline of Nutrition
and Dietetics, University of Auckland, New Zealand. She teaches nutrition in
the clinical programmes and her research interests include education, early life
nutrition, and micronutrients.
Craig S. Webster, MSc PhD, is a senior lecturer with the Centre for Medical and
Health Sciences Education, School of Medicine, University of Auckland, New
Zealand. He is a psychologist with research interests in the patient experience
and the philosophy of mind.
Matthew Winslade, MEd EdD, is the associate head of school with the School of
Teacher Education, Charles Sturt University, Australia. He lectures in Health
and Physical Education (HPE) and his research interests include intercultural
competency, culturally responsive pedagogy, and HPE pre-service teacher
education.
Venus Wong, PhD, is a lecturer and the deputy program director of MSocSc
(Behavioral Health) at the University of Hong Kong. Her teachings focus
on behavioural health, spirituality, holistic clinical practice, and wellbeing for
healthcare professionals. She has been actively involved in the development of
mindfulness training for medical students, with emphasis on mindfulness as a
way of living for personal growth and professional development.
xii Contributors
Bradley Wright, BEd (Hons), is a PhD candidate with the School of Teacher
Education, Charles Sturt University, Australia. His research interests include
health promotion within education settings and online educational resources.
Muhamad Saiful Bahri Yusoff, MD PhD, is a senior lecturer in the School of
Medical Sciences at University Sains Malaysia, Malaysia, and the head of the
department of medical education. His research interests are in medical edu-
cation, student wellbeing, psychometrics, stress management, psychological
health, and burnout. He is the founder and editor in chief of education in
the Medicine Journal and recently received the Reimagine Education Teach-
ing Delivery 2016 Award – the global award for innovative higher education
pedagogies.
1 Introduction
Developing meaning and purpose
Marcus A. Henning, Christian U. Krägeloh,
Rachel Dryer, Fiona Moir, D. Rex Billington,
and Andrew G. Hill

According to the Centers for Disease Control and Prevention1 “[w]ell-being is

a positive outcome that is meaningful for people and for many sectors of soci-
ety, because it tells us that people perceive that their lives are going well”. The
concept of wellbeing relates to objective, measurable entities, such as housing,
employment, and financial situations. It is also linked to the idea of subjective
wellbeing, such as perceptions regarding the quality of relationships, emotional
state, resilience, and a sense of satisfaction with life.
In their article, Campion and Nurse2 have developed an integrative model of
wellbeing. They define wellbeing as “being at ease with oneself, having mean-
ing and fulfilment, experiencing positive emotions, being resilient and belong-
ing to a respectful community”. Accordingly, their integrative model considers
risk factors that can hinder the cultivation of wellbeing such as societal factors
that include “poor housing, unemployment, poor education, community vio-
lence, stigma and discrimination” and individual factors such as, “poor parenting,
abuse, substance misuse, traumatic life events and time in prison”. In addition
to these risk factors, they consider protective factors that promote the state of
wellbeing, including “a supportive and respectful community, having adequate
housing, being involved in meaningful activity and having good physical health”.
The maintenance and cultivation of wellbeing are underpinned by life skills, and
these consist of the utilisation of constructive parenting and interpersonal skills.
Environmental and resource factors are also important and may include having
access to support and health treatment systems. In higher education, the notion
of wellbeing has been well documented, with risk, protective, and resource fac-
tors easily applicable to this context.3–6
Nonetheless, repeated literature searches suggested to the editors of this book
that the current literature does not sufficiently consider the wellbeing of both
higher education staff and students. There are numerous articles that describe
and explore wellbeing among students,7,8 and some older articles have provided
attempts to unpack wellbeing issues among educators.9 It is assumed that many
of the issues facing students are common across members of faculty; however,
there is a clear power differential between the two in terms of access to resources
and status. In this book, we look at the issues faced by both staff and students
2 Marcus A. Henning et al.
regarding the maintenance and cultivation of wellbeing and at strategies on how
wellbeing can be developed.
As described in the biographical section of the book, the editors comprise a group
of experienced researchers in this area and scholars who are enthusiastic about pro-
moting wellbeing in universities. Marcus A. Henning has published extensively in
this area and has a keen interest in developing mind–body awareness through med-
itation and exercise. Christian U. Krägeloh has been instrumental in developing
instruments that measure the concept of wellbeing and has a keen interest in mind-
fulness. Rachel Dryer has worked in the area of inclusive education and is aware of
the need for wellbeing strategies for minority groups. Fiona Moir is a general practi-
tioner and, with others, has developed the CALM website (see www.calm.auckland.
ac.nz/) and has taught personal and professional skills to medical students. D. Rex
Billington is an experienced researcher and has worked for many years with the
World Health Organization in senior positions. Finally, Andrew G. Hill is a surgeon
who oversees the South Auckland Clinical Campus based at Middlemore Hospital.
The choice of chapter authors was deliberate as we (the editors) wanted to
reach a global audience while remaining aware of our position within the Asia-
Pacific context. Given that our regional position is Australasia, it made sense to
situate our local reference within the Asia-Pacific rim but to be aware of global
relevance. The specific authors were purposively chosen because they are experts
in their particular disciplines. Some authors are well known for their scholarly
contributions and research activities (e.g., Li-Chong Chan, Masuo Koyasu,
Emmanuel Manalo, and Thomas Smith) while others are experienced practition-
ers (e.g., Julie Chen, Rajshri Roy, Ann Laverty, Mirjam Knapik, Matthew Win-
slade, Aue Te Ava and Venus Wong). With this in mind, the editors perceive this
book as providing breadth as well as depth.
Investigating the wellbeing experiences of personnel associated within the
higher education setting is a complex task. While wellbeing research in higher
education is already evident,3,10–14 we pose that the spectrum of stakeholders from
students to faculty staff are often investigated in isolation. This book aims to
explore wellbeing issues as they relate to the key stakeholders across the higher
education staff and student spectrum. There are clearly global issues in reference
to higher education and wellbeing, and this book aims to inform readers about
the issues raised by each author in reference to the local communities that they
serve. At times the links are explicit and directly evident, whilst some authors
have aimed to explore the link from a more subtle and implicit perspective. The
discussion material raised by each chapter has ramifications for educationalists,
administrators, pastoral care and academic support service personnel, and stu-
dents. The book has explicit relevance to the general field of education, educa-
tional and social psychology, counselling, career studies, faculty development,
student services, and human resources.
The book has three sections. In the first section, the book covers ideas related
to Meta-Awareness and Wellbeing. This section aims to introduce some of the
theories and strategies that underpin the holistic notion of wellbeing. In this sec-
tion, the chapters cover issues related to the following:
 Introduction 3
• Mind–Body Processes
• Spirituality and Religiousness
• Emotional Competence
• Faculty Strategies

The second section address issues in reference to Faculty and Student Strate-
gies for Wellbeing. The chapters in this section propose more specific analyses in
reference to the following:

• Self-Care: Individual, Relational and Political Sensibilities

• Promoting Resilience and Minimizing Burnout
• Mindfulness Practice in Medical Education
• Atoro’ia te peu ‘ā to ‘ui tūpuna: A Culturally Responsive Pedagogy for Pasifika
Peoples
• Sport and Exercise
• Food and Nutrition

The third and final section addresses issues in reference to Cultivating Wellbeing
in Higher Education. The chapters in this section examine pertinent issues that
can impact on the wellbeing of both staff and students, as well as propose more
general strategies by focusing more on what institutional management can do to
ensure wellbeing among their staff and students. This section reviews and prof-
fers ideas related to the following topics:

• Personal and Professional Development

• Teaching and Learning Support Services
• Equity Issues for Students with Disabilities
• Ergonomic and Ecological Perspectives

In the concluding chapter, we synthesise these ideas and present a conceptual

model that integrates the emerging ideas in this book on staff and student wellbe-
ing in reference to the higher education context.
Consequently, this book reviews the key areas that are integral to the suste-
nance of wellbeing within higher education settings, with the view to synthesising
the various areas and promoting healthy learning environments for both higher
education staff and students. The synthesis of these ideas is crucial to the under-
standing of higher education as not only an environment for gaining academic
and career knowledge but also an environment for developing human and social
skills that will assist students later as valuable participants of, and contributors to,
the professional communities that they serve.

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Introduction
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