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An academicís role? Supporting student wellbeing in pre-university enabling programs


Crawford, NL and Johns, S, An academic's role? Supporting student wellbeing in pre-university enabling programs, Journal of University Teaching & Learning Practice, 15, (3) Article 2. ISSN 1449-9789 (2018) [Refereed Article]


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Copyright 2018 JUTLP Recommended citation: Crawford, Nicole L. and Johns, Susan, An Academicís Role? Supporting Student Wellbeing in Preuniversity Enabling Programs, Journal of University Teaching & Learning Practice, 15(3), 2018.

DOI: doi:10.53761/


Student wellbeing and mental health are increasingly a concern of universities. Most universities provide central counselling services and, in recent years, some have introduced wellbeing programs. However, an unrecognised source of support and pastoral care for students is academic staff. This pilot research project explored the experiences of academic staff in one universityís enabling programs in terms of the type of support academic staff provide (academic and/or non-academic), how equipped they perceive they are to support their students, and how this role impacts on them. The study is qualitative; interviews were conducted and a thematic analysis undertaken. It was found that academic staff viewed supporting their students as part of their role, particularly due to the diverse and complex nature of the cohort, and noted that students sought support from them for academic and non-academic issues because they had a rapport with them, trust and regular contact. A positive finding was that the academic staff had clear boundaries and lines of referral, which means they were not taking on pseudo-counselling roles. How equipped staff perceived they were and how the support role impacted on them varied depending on their teaching role. The findings in this exploratory study prompt a re-conceptualisation of the academic role. The article proposes a model of support that is holistic, student and course centred, and that integrates the centrally-located university counsellors. Furthermore, it posits that at the core of the enabling programs is a philosophy of care.

Item Details

Item Type:Refereed Article
Keywords:enabling program, preparation program, bridging course, student support, pastoral care, academic roles, wellbeing, mental health
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Crawford, NL (Dr Nicole Crawford)
UTAS Author:Johns, S (Dr Susan Johns)
ID Code:128442
Year Published:2018
Deposited By:Office of ED Student Life and Enrichment
Deposited On:2018-09-22
Last Modified:2022-08-16
Downloads:12 View Download Statistics

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