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Book part
Publication date: 23 June 2020

George Richard Lueddeke

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the…

Abstract

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

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Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

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Book part
Publication date: 20 November 2015

Nick Rowe

This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John…

Abstract

This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John University and the National Health Service (NHS) that is built on a convergence of interests of the two organizations: real world experience for university students and good quality, non-stigmatizing courses for people with mental health problems. Three key principles of the project will be considered: to work with participants as students and to frame the provision as education, not therapy; to involve university students in the delivery of the courses and in the support of participants; and to work closely with the university and mental health providers in order to offer a resource that supports social integration and recovery.

It will be proposed that this partnership provides the conditions for the creation of a “healing campus”: an attempt to heal the “fracture” between people who experience mental health problems and their communities that began with their disappearance into large mental hospitals in the 18th and 19th centuries. The healing that this chapter examines is not merely of people who identify as having mental health problems but of a social and cultural fracture revealed in the stigma and shame that still surrounds mental ill health.

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University Partnerships for Community and School System Development
Type: Book
ISBN: 978-1-78560-132-3

Book part
Publication date: 19 June 2020

Jessica Mills, Heather Baid, Alison Taylor and Tania Wiseman

The proposed chapter will focus on university partnerships for sustainable development, specifically in relation to the health and social care sector. As this is a burgeoning…

Abstract

The proposed chapter will focus on university partnerships for sustainable development, specifically in relation to the health and social care sector. As this is a burgeoning field of research and enterprise, this chapter would provide a valuable resource and much-needed exploration of how and with whom universities partner in terms of sustainability in health and social care.

The majority of universities have health sciences and social care departments delivering courses at undergraduate, postgraduate, and doctorate levels. As such, the chapter presents the range of opportunities for interdisciplinary learning and working, shares methods to foster social responsibility through partnerships between students, staff, clinicians, and service users, and acknowledges the prospect of lifelong learning that partnerships in sustainability can generate.

Content available
Book part
Publication date: 7 February 2024

Abstract

Details

Research and Theory to Foster Change in the Face of Grand Health Care Challenges
Type: Book
ISBN: 978-1-83797-655-3

Book part
Publication date: 25 November 2019

Jiamin Gan and Helen Forbes-Mewett

International students commonly need to adjust to an unfamiliar environment while at the same time juggling with their education without traditional family support. Intercultural…

Abstract

International students commonly need to adjust to an unfamiliar environment while at the same time juggling with their education without traditional family support. Intercultural adjustment is often stressful for these students, thus contributing to a higher risk of a vulnerable mental and emotional state. The relocation to a foreign country presents a case of temporary migration during the time that they are away. This chapter looks at the challenges international students faced during relocation and adaptation. The study will also discuss how international students cope with mental health issues and the important role educational institutions have in mental health care. Interview data will be drawn on to present the perspectives of a group of international Singaporean university students in Melbourne, Australia, aged between 20 and 25 years old. However, the discussion about mental health issues cannot be assumed to be directly related to the challenges of relocation. Interview data will only represent the perspective of a group of international students and cannot be made generalisable to all international students. Similar to other studies, findings from this chapter reinforced the challenges international students face from their migration. While they acknowledged the importance of mental health care services, there are still barriers to seeking professional help. Future studies could look into how universities can continue to bridge this gap.

Book part
Publication date: 29 August 2017

Margaret L. McBeath, Maureen T. B. Drysdale and Nicholas Bohn

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with…

Abstract

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students – in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students’ financial burden and increase their level of employability. However, participation in WIL may impact on students’ academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students’ connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students’ mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Keywords

Content available
Book part
Publication date: 8 June 2020

Abstract

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The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

Book part
Publication date: 24 July 2020

Claire Taylor, Nina Ruddle, Ken Perry and Clare Budden

This chapter explores one UK university’s influence and involvement as a key partner within the 2025 Movement, a movement for change with a collective vision to tackle avoidable…

Abstract

This chapter explores one UK university’s influence and involvement as a key partner within the 2025 Movement, a movement for change with a collective vision to tackle avoidable health and housing inequalities by 2025 in North Wales, UK. The approach to building 2025 is founded in systems leadership and social movements resulting in transformational change in the way we work, think and deliver across a region as a collective. The innovative role of the university as a key partner has shifted the perceptions of the university in the region and its capacity to act as an instrument of government, contributing to the political imperative to support communities as part of the Well-being of Future Generations (Wales) Act 2015. The chapter outlines the principles behind 2025 and the university’s role to date, as illustrated through three case studies: Learning and Leadership; Social Prescribing; and Healthy Homes–Healthy People. The chapter reflects upon the challenges faced and how they have been overcome. Finally, enablers for successful collective working are identified, which have resulted in the university being able to utilize its expertise, energy and education to work in partnership in order to tackle some of the most complex issues facing our communities.

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University–Community Partnerships for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-439-2

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Book part
Publication date: 11 August 2014

Emily R. Ford and Laura Zeigen

Library-related and resource access issues confronting students enrolled in an interinstitutional joint master’s degree program in public health are addressed in this chapter. It…

Abstract

Library-related and resource access issues confronting students enrolled in an interinstitutional joint master’s degree program in public health are addressed in this chapter. It details a cross-institutional collaborative effort to identify and provide research resources to interinstitutional joint degree students and faculty and analyzes the program through the lens of literature on collaboration in higher education and in library instruction. Reports on findings from qualitative feedback and quantitative card sort analysis data were gathered to inform development of content for, and organization of, a library research guide. Bureaucratic structures and policies often affect library services to students and faculty in interinstitutional joint degree programs. Therefore, more salient information about library policies, services, and resources was needed in order for the affected libraries to coordinate instruction, collections, and services to best support such programs. One of the limitations of the case study was that limited qualitative and quantitative feedback was received. Also there was no prior formal needs assessment. Nevertheless, the chapter provides insight to challenges facing libraries and librarians supporting interinstitutional joint degree programs. It also points to administrative opportunities to create rich library collaborations. Existing literature does not adequately address obstacles of in-person interinstitutional joint degree programs. The contribution of this chapter is that it identifies the complications of access, library policies, and administrative procedure that will need to be address by two or more libraries that want to support joint degree programs at the college or university level.

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Mergers and Alliances: The Operational View and Cases
Type: Book
ISBN: 978-1-78350-054-3

Keywords

Book part
Publication date: 29 April 2019

Jean P. Shipman

What sets health sciences librarians apart from other academic librarians when it comes to partnering with health-focused innovators? Do health-related innovators have different…

Abstract

What sets health sciences librarians apart from other academic librarians when it comes to partnering with health-focused innovators? Do health-related innovators have different information needs or space requirements? This chapter illustrates some of the major issues and topics health sciences librarians consider as they offer information services to entrepreneurs and innovators. Health sciences innovators must be aware of relevant policies and laws such as HIPAA, the Health Insurance Portability and Accountability Act of 1996. They also need to meet federal safety regulations required by the Food and Drug Administration; moreover, device materials must be biocompatible. Those developing therapeutic games and apps in this arena need to ensure their products are supported by current literature and scientific evidence. In many cases, these new technologies require clinical trials and testing to ensure their safety and efficacy. Health sciences librarians guide innovators to relevant resources, knowledge, and experts on these and other topics. This navigator role is extremely valuable to students, who may not understand the healthcare landscape and its processes. Additionally, librarians assist innovators with identifying dissemination venues for their scholarly output. They provide instruction and guidance on how to write and tailor conference proposals to meet specific professional association criteria. A retired health sciences library director shares her experiences. Tips and lessons learned are highlighted so others may gain an understanding of the unique information needs of health innovators.

Details

Supporting Entrepreneurship and Innovation
Type: Book
ISBN: 978-1-78973-206-1

Keywords

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