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dc.contributor.authorHughes, Gareth
dc.contributor.authorWilson, Chris
dc.date.accessioned2017-10-25T16:01:06Z
dc.date.available2017-10-25T16:01:06Z
dc.date.issued2017-10
dc.identifier.citationHughes, G. & Wilson, C. (2017). 'From transcendence to general maintenance: Exploring the creativity and wellbeing dynamic in higher education', in Reisman, F. Ed., Creativity, Innovation and Wellbeing. London: KIE Conference Publications, pp. 23-65.en
dc.identifier.isbn9781859242179
dc.identifier.urihttp://hdl.handle.net/10545/621907
dc.description.abstractThe issue of wellbeing in higher education has been an increasing area of discourse and action in recent years, driven considerably by in-creasing rates of recorded mental illness and apparent reductions in student resilience. With increasing recognition of the wellbeing challenge faced by the whole academic community, it is now incumbent on universities to move beyond deficit model support frameworks, to balance the necessary and essential challenge of study in higher education with the need for therapeutic effective interventions capable of engaging students and staff. There is a growing body of evidence relating to the health benefits of participation with creative activity, and engagement with creative experiences. This chapter presents a focused review of the creativity-wellbeing-learning dynamic to explore the possible opportunities for a move beyond the mere provision of supplementary student support. Given the increasing significance attached to creativity as a graduate attribute, the answer to the wellbeing challenge may be to question the notion of academic and therapeutic as being mutually ex-clusive ideals. Shouldn’t effective academic challenge improve wellbeing? Might the challenge actually provide the solution?
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherKnowledge, Innovation & Enterpriseen
dc.relation.urlhttp://www.conference.kiecon.org/publications/en
dc.subjectStudent wellbeingen
dc.subjectCreativityen
dc.subjectHigher educationen
dc.titleFrom transcendence to general maintenance: Exploring the creativity and wellbeing dynamic in higher educationen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Derbyen
refterms.dateFOA2019-02-28T16:10:14Z
html.description.abstractThe issue of wellbeing in higher education has been an increasing area of discourse and action in recent years, driven considerably by in-creasing rates of recorded mental illness and apparent reductions in student resilience. With increasing recognition of the wellbeing challenge faced by the whole academic community, it is now incumbent on universities to move beyond deficit model support frameworks, to balance the necessary and essential challenge of study in higher education with the need for therapeutic effective interventions capable of engaging students and staff. There is a growing body of evidence relating to the health benefits of participation with creative activity, and engagement with creative experiences. This chapter presents a focused review of the creativity-wellbeing-learning dynamic to explore the possible opportunities for a move beyond the mere provision of supplementary student support. Given the increasing significance attached to creativity as a graduate attribute, the answer to the wellbeing challenge may be to question the notion of academic and therapeutic as being mutually ex-clusive ideals. Shouldn’t effective academic challenge improve wellbeing? Might the challenge actually provide the solution?


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