The issue of wellbeing in higher education has been an increasing area of discourse and action in recent years, driven considerably by in-creasing rates of recorded mental illness and apparent reductions in student resilience. With increasing recognition of the wellbeing challenge faced by the whole academic community, it is now incumbent on universities to move beyond deficit model support frameworks, to balance the necessary and essential challenge of study in higher education with the need for therapeutic effective interventions capable of engaging students and staff. There is a growing body of evidence relating to the health benefits of participation with creative activity, and engagement with creative experiences. This chapter presents a focused review of the creativity-wellbeing-learning dynamic to explore the possible opportunities for a move beyond the mere provision of supplementary student support. Given the increasing significance attached to creativity as a graduate attribute, the answer to the wellbeing challenge may be to question the notion of academic and therapeutic as being mutually exclusive ideals. Shouldn’t effective academic challenge improve wellbeing? Might the challenge actually provide the solution?
|Title of host publication||Creativity, Innovation and Wellbeing|
|Number of pages||42|
|Publication status||Published - 1 Jul 2017|
|Event|| International Conference on Knowledge, Innovation and Enterprise (KIE 2017) - Philadelphia, United States|
Duration: 3 Nov 2017 → 5 Nov 2017
|Conference||International Conference on Knowledge, Innovation and Enterprise (KIE 2017)|
|Period||3/11/17 → 5/11/17|
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