Drawing on holistic research and professional practice, this book
provides rich empirical, scientific, and clinical lenses to the
discourse on wellbeing in higher education. The authors have
appraised the underlying, conceptual, empirical, and applied nature
of existing mind-body programmes often utilized to cultivate
wellbeing (e.g., seated meditation, yoga, Taijiquan, Pilates,
Feldenkrais, biofeedback, and the Alexander technique). Higher
education is touted as a sector that develops new ideas for the
wider community as well as ensuring students are provided with the
skills, knowledge, and attitudes to positively contribute to the
wider community. Within this setting, there are numerous benefits
(e.g., attaining a reputable qualification), but there are also
risks (e.g., stressors associated with expectations). To ensure the
higher education setting is a place of wellbeing in addition to
achievement, several strategies are promoted to assist staff and
students whilst working and studying. Chapters offer clear
implications for research and practice, and explore effective
strategies for enhancing wellbeing for students and staff. The
integrative mind-body programmes have considerable potential for
developing wellbeing in the higher education settings. As such,
this book will appeal to academics and researchers in the higher
education sector, including scholar-practitioners, and teacher
educators.
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