Guest Editorial: Educator Wellbeing in Higher Education

Authors

DOI:

https://doi.org/10.5204/ssj.3236

Keywords:

educator wellbeing, educator identity, student experience, change fatigue

Abstract

Research has repeatedly shown that quality of instruction and positive student–faculty interaction are significant contributors to student success and wellbeing in higher education. However, as additional workload expectations and resource constraints continue to impact higher education globally, there are growing concerns about stress, workload, burnout and intention to leave academia which have significant implications for the wellbeing of both students and educators. This special issue of Student Success explores the vital contribution of educator wellbeing to student success, and approaches to improving it.

Image: Staff on strike at the University of Newcastle, Australia, 2022. https://betteruniversities.work/uon

Image used with the permission of the NTEU Office (NSW)

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Author Biographies

Deanna Grant-Smith, Queensland University of Technology

Professor Deanna Grant-Smith is the Deputy Director of the Centre for Decent Work & Industry at Queensland University of Technology. She researches decent work and exploitative work practices in the context of work-integrated learning and education-to-employment transitions.

Melinda Laundon, Queensland University of Technology

Dr Melinda Laundon is a Senior Research Fellow from the QUT Centre for Decent Work & Industry and the Australian Cobotics Centre. Her research interests include higher education policy, and the decent work implications of emerging technologies in various industries.

Staff on strike at the University of Newcastle, Australia, 2022 - Image used with the permission from the NTEU Office (NSW)

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Published

2023-12-11

How to Cite

Grant-Smith, D., & Laundon, M. (2023). Guest Editorial: Educator Wellbeing in Higher Education. Student Success, 14(3), i-iv. https://doi.org/10.5204/ssj.3236

Issue

Vol. 14 No. 3 (2023): Special Issue: Educator Wellbeing in Higher Education

Section

Editorial

License

Copyright (c) 2023 Deanna Grant-Smith, Melinda Laundon

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.