Emergence of the Universal Wellbeing Model - A journey from indigenous cultural responsiveness to international relevance and applicability

Authors

DOI:

https://doi.org/10.53761/hp6ggg26

Keywords:

wellbeing, student support, pastoral care, inclusion, equity

Abstract

A search began in 2008 to identify a theoretical wellbeing model with the capacity to underpin holistic student supports for a cohort of Indigenous and Pacific Island students in order to support their achievement, and equity aspirations. An initial literature review found evidence-based wellbeing
definitions, and models related to higher education students to be highly variable. A long term programme of research was implemented to build a robust philosophical, theoretical, research, and use inspired practice base to measurably enhance the inclusion and holistic wellbeing of all students in higher education settings. Post a nationally funded investigation into the effectiveness of an indigenous model in praxis, a more robust model was sought and investigated with more ethnically and culturally diverse
international students, staff, and holistic wellbeing-pastoral care practitioners. The methods selected to comprehensively answer the questions posed included a programme of themed literature review,
theoretical model analysis and evaluation, plus use inspired theoretical and practice research. Findings from the second funded investigation led to the emergence, and creation of new, indigenously based but internationally responsive Universal Wellbeing Model (UWM), and new ‘researchable’ definition of wellbeing. The emerging UWM, and a new definition of wellbeing, were strongly contributed to by international participants perspectives. The implications for the practice of higher education sector leaders, staff, professional wellbeing and pastoral care practitioners, and policy makers are far reaching. The UWM is capable of underpinning policy, planning, wellbeing and pastoral care practice, and supportive cross organisational systems in institutions seeking to measurably enhance wellbeing outcomes.

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Author Biographies

  • Susan Stevenson, New Zealand Curriculum Design Institute

    Susan has been successfully engaged in advanced teacher education, academic, health education, and wellbeing leadership, facilitation, and research activities for over 30 years in New Zealand.  A programme of wellbeing research Susan initiated in 2006 to improve wellbeing, engagement, achievement, productivity, and equity outcomes has become a dominant research, teaching, leadership, and consulting work foci. She now frequently travels and presents at conferences on this research. Currently Susan holds two research-based Institute Directorship and Consultant roles and is dedicated to preventing poor wellbeing and supporting the wellbeing of individuals, families, teams, organisations, and communities. Her areas of specialist expertise include poor wellbeing prevention, learning, wellbeing, cultural transformations, wellbeing research, and cross organisational change, development, and transformation. 

  • Maya Gurung, Freedom Wellbeing Institute, New Zealand

    Maya lectured in Nepal for over 7 years before moving to New Zealand and undertaking postgraduate leadership education and then moved into lecturing and management in Higher Education in New Zealand. She is an experienced higher education lecturer, Pastoral and Wellbeing and Client Services Manager, and most recently Registrar. She has a passion for supporting student pastoral care and wellbeing and has been active in researching in this area with colleagues. Her specialty areas are Universal Wellbeing, Workplace Wellbeing, Human Resources, Business Administration, Facilitation, Learner/Employee Support.

  • Dr Kristyl Zagala, New Zealand Curriculum Design Institute

    Kristyl completed her Doctor of Public Administration (DPA) and Master of Education in Teaching Mathematics (MaEd Math) at the Cebu Technological University, Cebu City, Philippines. She has also achieved a Master in Public Administration degree specialising in Airport and Government Administration (MPA) and Bachelor of Arts Major in Mathematics at the Philippine State College of Aeronautics Pasay, Metro Manila, Philippines. She lectured in Philippines for over 10 years before moving to New Zealand and undertaking Diploma in Educational Facilitation and Postgraduate Leadership Education and then moved into lecturing and management in Higher Education in New Zealand. She is an experienced higher education lecturer, Academic Manager and most recently Curriculum/Resource Developer. She has a passion for supporting student and staff and has been active in researching in this area with colleagues. Her specialty areas are Curriculum Design, Facilitation, Mathematics and Learner/Staff Support.

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Published

2024-03-29

How to Cite

Emergence of the Universal Wellbeing Model - A journey from indigenous cultural responsiveness to international relevance and applicability. (2024). Journal of University Teaching and Learning Practice, 21(04). https://doi.org/10.53761/hp6ggg26