Can Academic Writing Retreats Function as Wellbeing Interventions?

Autor/inn/en	Eardley, Alison F.; Banister, Emma; Fletcher, Marie
Titel	Can Academic Writing Retreats Function as Wellbeing Interventions?
Quelle	In: Journal of Further and Higher Education, 45 (2021) 2, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eardley, Alison F.) ORCID (Banister, Emma) ORCID (Fletcher, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1744542
Schlagwörter	Writing Workshops; Well Being; Intervention; Foreign Countries; College Faculty; Teacher Attitudes; Writing for Publication; Time; Communities of Practice; Coping; United Kingdom + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Ausland; Fakultät; Lehrerverhalten; Zeit; Community; Bewältigung; Großbritannien
Abstract	Research and academic writing are increasingly difficult to prioritise in Higher Education. Academic writing retreats are growing in popularity as means to help academics to write. However, while they have been shown to enhance productivity their potential as wellbeing interventions has received less attention. We explore the experiences of UK-based academic participants in a structured writing programme through a structured questionnaire and in-depth interviews. Our findings suggest that writing retreats can positively impact on both hedonic and eudaimonic wellbeing. They may help mediate wellbeing threats, such as isolation, the conflict of work priorities and other pressures associated with academic research and time pressures. The opportunity to privilege writing provided our academic participants with positive benefits, yet we conclude that these effects do not endure if interventions are not maintained. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01