Caught between relief and unease: How university students' well-being relates to their learning environment during the COVID-19 pandemic in the Netherlands.

Previous literature shows that university students are particularly vulnerable to psychological ill-being. Also throughout the COVID-19 pandemic, stressors ranging from uncertainty to disruption of social lives have influenced their well-being. Resilience as a psychological resource could help students deal with such crises. Furthermore, students' learning environment can substantially determine their well-being and resilience, by satisfying their basic psychological needs for autonomy, competence, and relatedness. The present study aims to longitudinally investigate students' well-being and resilience in relation to their learning environment. To this end, we interviewed six participants, of which two were university students, two university teachers, one study advisor, and one student psychologist. With a longitudinal interview study with four dates of measurement, spanning the pre to mid-COVID-19 pandemic period, we gathered commentary about the evolution of student well-being, resilience factors, and the effects of the learning environment. To analyse the interview data, we used thematic inductive and deductive coding. The participants confirmed the postulated stressors, but also positive consequences for student well-being, including resilience growth. Interviewees also reported a variety of resilience factors, both within the individual (e.g. social support) and within academia (e.g., impaired student-teacher relationship, diminished sense of belonging). Furthermore, the interview data indicate changes in teaching related to students' needs for autonomy, competence, and relatedness, which in turn have consequences for learning and engagement, including challenges, opportunities, and positive outcomes. These findings, connecting the learning environment to student well-being and resilience, may help reshape academic systems for the post-pandemic future.

A Systemic Perspective on Organizations: International Experience with the Systemic Constellation Method.

A systemic perspective is considered helpful when facing complex organizational challenges, but its practical implementation may be challenging. A potential effective method that facilitates the practical application of a systemic perspective may be the Systemic Constellation method. This method aims to raise individuals' awareness of their social context and to render explicit their tacit knowledge relating to this social context. In recent decades, consultants, coaches, and other professionals, worldwide, have adopted this method, acquired through self-education. However, thus far, this method received only little attention from the scientific community and scientific evidence on the effectiveness of the method is limited. There is currently almost no data on professionals using the Systemic Constellation method within organizations or on how and when they apply it. This lack of insights impedes its scientific evaluation and quality monitoring. We collected data from 273 professionals who use this method. Our results confirmed the existence of a diverse and growing international community. Respondents reported that the primary advantage of using this method is its perceived effectiveness. They felt that the method could benefit from a stronger scientific foundation. Our results shed light on a potentially effective and feasible method for applying a systemic perspective within organizations and suggest directions for future research. Supplementary Information: The online version contains supplementary material available at 10.1007/s11213-023-09642-2.

'When They Struggle, I Cannot Sleep Well Either': Perceptions and Interactions Surrounding University Student and Teacher Well-Being.

A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university students, and other studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in several empirical studies. Additionally, when researching well-being in academia, the conceptualizations tend to differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students' and teachers' perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students' and teachers' well-being became apparent, including several factors such as the student-teacher relationship that in turn, contributed to both population's well-being. The present findings lend evidence toward a more coherent conceptualization of well-being and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.