Wellbeing and pedagogical role of higher education academics in the COVID-19 pandemic: a systematized review
Mental Health and Social Inclusion
; 27(1):20-36, 2023.
Article
in English
| Scopus | ID: covidwho-2241621
ABSTRACT
Purpose:
The purpose of this study resolved to evidence worldwide studies addressing the effects of the global COVID-19 pandemic on higher education (HE) academic staff. Particularly in relation to wellbeing and pedagogical role, as part of a parallel study exploring the impact of COVID-19 on academics' pastoral role. Design/methodology/approach:
The systematized review identified eight relevant studies that shed light on the impacts of the COVID-19 pandemic on university academics' well-being.Findings:
The review highlights the paucity of research in this area, with no studies, at the time of the review, considering how academics responded to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them. Research limitations/implications Firstly, only eight relevant studies were included, affecting generalisability of results owing to uneven distribution between geographic regions. Secondly, participants across the eight studies accounted for less than 0.05% of a population of 6 million university academics worldwide (Price, 2011). Thirdly, most of the studies used cross-sectional design, limiting assessment of the longer-term impact of an evolving HE landscape. Practical implications The findings of this systematized review can be placed in the context of illuminating research deficits within a shifting HE landscape. Specifically, no studies that the authors are aware of have investigated how academics are responding to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them. Originality/value In providing pastoral support to students, the mental well-being of academics is frequently ignored (Urbina-Garcia, 2020). The provision of well-being support by university management for academics appears to be "limited to non-existent” (Hughes et al., 2018, p. 49). Critically, the Coronavirus pandemic appears to have both accelerated and precipitated a step-change to pastoral care within the HE teaching ecosystem. The impact of a broadening pastoral role on academics' well-being has yet to be fully realized and understood. The authors have subsequently conducted an empirical study to address this embryonic area of research. © 2022, Emerald Publishing Limited.
Full text:
Available
Collection:
Databases of international organizations
Database:
Scopus
Type of study:
Reviews
Language:
English
Journal:
Mental Health and Social Inclusion
Year:
2023
Document Type:
Article
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