Their wellbeing affects our wellbeing. Student perspectives of lecturer wellbeing and its consequences for student wellbeing.

Autor/inn/en	Rakow, Katie E.; u.a.
Titel	Their wellbeing affects our wellbeing. Student perspectives of lecturer wellbeing and its consequences for student wellbeing.
Quelle	In: Higher education, 90 (2025) 4, S. 1065-1082Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-024-01365-0
Schlagwörter	Lehre; Forschung; Studium; Hochschullehrer; Hochschule; Student; Ausland; Großbritannien
Abstract	A "whole university approach" has been recommended for addressing concerns about the wellbeing of UK university lecturers and students. Previously, staff wellbeing has been explored from staff perspectives. Student wellbeing has been explored from the perspectives of both students and staff. However, little research has been conducted on student perspectives on staff wellbeing and its possible impact on students. Addressing this gap, this study explored student perceptions of their lecturers' wellbeing and ways that it can impact on student wellbeing. Three themes were identified from the thematic analysis of 9 focus groups with 41 undergraduate students. First, students notice their lecturer wellbeing, particularly if they have the opportunity to interact with their lecturers. Second, students perceive that their lecturers' wellbeing can be affected by university policies and practices, student behaviours, and external factors. Third, lecturer wellbeing and student wellbeing are often reciprocal, emphasising the importance of lecturer-student interactions. These findings have implications for a whole university approach, namely development of university practices that support sufficient time for constructive lecturer-student interactions, such as timetabling, allocation of administrative tasks, class size and staffing levels. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3