There are many factors that play a part in shaping student experience during the higher education learning journey. One link that needs more attention, and forms a crucial part of the foundation for a positive student experience, is the wellbeing of teaching academics.
A new discussion report, titled Two Sides of the Same Coin: The Ripple Effect of Academic Teacher Well-Being on Student Experience, effectively demonstrates the inextricable nature of academic wellbeing with student experience. Authored by Behzad Fatahi, Roger Hadgraft, Franziska Trede, Mia Campbell, Nour Al-Hammouri and Anthony Dooley, the report brings together key perspectives of UTS academics, students and alumni. It responds directly to the Student Experience Framework, examining how the effectiveness of the framework’s core principles of Engagement, Belonging, Wellbeing and Partnerships rest on the wellbeing of the educators responsible for guiding students through their studies.
From addressing the recent literature, to exploring the significance of the post-pandemic higher education landscape, this timely report offers a productive path forward in enhancing the learning and teaching environment for all involved.
Some of us fondly recall those university professors who ignited our passions, instilling values and emphasising our potential societal impact, shaping our mindset, and enriching our academic journey. Yet, we also might recall those less engaging teaching sessions, potentially stemming from an educator being uncertain or doubtful about their own societal contributions, allowing a hint of indifference to overshadow the subject’s essence and making student experience and engagement challenging.
Two Sides of the Same Coin: The Ripple Effect of Academic Teacher Well-Being on Student Experience, page 3
A comprehensive perspective
Reflecting on our experiences as educators and students, as well as discussions on various forums among students and academics, such as the UTS Academic Board, we identified the critical link between academic teacher well-being and the student experience. We embarked on this collaborative work almost a year ago, and together with current and past presidents of the UTS Students Association, as well as academic educators and designers, we prepared this report, which can serve as a catalyst for discussion about this ripple effect and its further expansion.
Behzad Fatahi, project lead
Following on from the Student Experience Framework, the authors of the report take a holistic view of the different influences a student may encounter during their university experience.
…upon entering the hallowed halls of higher education learning, university educators, classmates, and friends exert an unparalleled influence. This influence, whether subtle or direct, plays a crucial role in shaping students’ career ambitions. Indeed, a student’s well-being directly influences their capacity to learn, and an educator’s well-being can amplify this.
Two Sides of the Same Coin: The Ripple Effect of Academic Teacher Well-Being on Student Experience, page 4
A call for an Academic Teacher Experience Framework
While the link between student experience and well-being of teaching academics seems rather obvious, this report highlights opportunities for improvements that universities may need to plan for. It also proposes developing a framework for Academic Teacher Experience Framework covering the following key considerations:
- Enabling academics to develop their professional agency
- Fostering collaborative teamwork among academics (team ≠ group)
- Optimising workloads
- Balancing institutional priorities and metric-driven approaches
- Enhancing communication with administration and inclusivity in strategy-setting
- Adapting to evolving student needs and expanding professional development opportunities
- Addressing stigmas surrounding mental health and strengthening support systems
- Training students for providing constructive feedback
Read the report
There are many different pressures that impact upon the wellbeing of both students and university educators, but there are also effective strategies for overcoming these pressures. Two Sides of the Same Coin offers a light at the end of the tunnel, with a practical and actionable framework that can support the wellbeing of teaching academics. You can read the report now, via this link [download PDF, 492KB].