Understanding How the University Curriculum Impacts Student Wellbeing: A Qualitative Study
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| Title: | Understanding How the University Curriculum Impacts Student Wellbeing: A Qualitative Study |
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| Language: | English |
| Authors: | Upsher, Rebecca (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. 2023 86(5):1213-1232. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, College Curriculum, Well Being, Mental Health, Student Experience, Difficulty Level, Peer Relationship, Interaction, Teacher Student Relationship, Communication (Thought Transfer), Social Support Groups |
| DOI: | 10.1007/s10734-022-00969-8 |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi-structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politics, and War Studies) to understand students' perspectives. Students reflected on wellbeing module content and, more broadly, on curriculum processes (teaching, pedagogy, assessment) within their degree. Reflexive thematic analysis was applied to transcripts, generating three themes: embedding wellbeing in the curriculum; assessment, challenge, and academic support; and social connection and interaction. The findings provide evidence for teaching, pedagogy, and assessment practices supporting higher education student wellbeing. These align with recommended good teaching practices, such as considering appropriate assessment methods followed by effective feedback. Students saw the benefits of being academically challenged if scaffolded appropriately. Strong peer connection, teacher-student interaction, and communication were crucial to learning and wellbeing. These findings provide implications for future curriculum design that can support learning and wellbeing. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1399079 |
| Database: | ERIC |
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