Students entering university can easily feel stressed because of an array of reasons, and the struggles continue as they leave the university to pursue further studies or enter the workforce. This experience has been referred to as a 'loss experience' of former identities, former social networks, and a sense of place.
Preparing graduates for a complex future is a global challenge. Higher Education (HE) Institutions have multiple strategic priorities which include preparing graduates to not only go on to secure, but also to retain and stay relevant in meaningful employment, as well as to thrive and flourish in all aspects of life. Yet, research frequently indicates that employers are critical that graduates lack the qualities and characteristics required when entering the world of work.
In times of unpredictability, especially during the pandemic, higher education (HE) is starting to reexamine, rethink and reimagine its role in promoting student readiness and wellbeing that help them embrace change and manage the ever-evolving world more than ever.
The purpose of this Research Topic is to respond to the growing attention paid to how HE educators (faculty, administrators, leaders) play an important role in bridging the gap between knowledge and practice to nurture students' inherent qualities and characteristics that meet the demand and challenges of the future world.
The collection of articles will promote interdisciplinary global and regional level discussions that focus on initiatives and innovative practices (assessment, pedagogy and curriculum; faculty development, policy and strategy; collaborative projects) in helping students thrive in their personal and professional development journey in the dynamic and ever-evolving world of work.
Together, this Research Topic will demonstrate the collective efforts and practice wisdom of HE educators that facilitate the inherent part of what makes a university student become their own 'successor' with personal mastery and a lifelong-learning mindset within, across and beyond curricula for the post-pandemic world.
We welcome Empirical Studies, Perspective, Opinion, and Curriculum, Instruction, and Pedagogy that share about innovative practices of nurturing important inherent qualities, including but not limited to:
- Self-awareness and self-regulation;
- Reflectivity and reflexivity
- Social awareness and social management;
- Perspective-taking, moral reasoning, compassion and self-compassion;
- Responsible behavior, ethical responsibility, citizenship and global mindedness;
- Grit, personal agency and a growth mindset;
- Change, challenges, setbacks, resilience, and positive personal growth;
- Flow, flourishing, self-transformation, deep satisfaction, and purpose;
- Psychological flexibility and career adaptability;
- Search for meaning to learning or life, identity learning and learning identity;
- Practice of meaning-making to teaching, leading, administering and advising (for educators).
Students entering university can easily feel stressed because of an array of reasons, and the struggles continue as they leave the university to pursue further studies or enter the workforce. This experience has been referred to as a 'loss experience' of former identities, former social networks, and a sense of place.
Preparing graduates for a complex future is a global challenge. Higher Education (HE) Institutions have multiple strategic priorities which include preparing graduates to not only go on to secure, but also to retain and stay relevant in meaningful employment, as well as to thrive and flourish in all aspects of life. Yet, research frequently indicates that employers are critical that graduates lack the qualities and characteristics required when entering the world of work.
In times of unpredictability, especially during the pandemic, higher education (HE) is starting to reexamine, rethink and reimagine its role in promoting student readiness and wellbeing that help them embrace change and manage the ever-evolving world more than ever.
The purpose of this Research Topic is to respond to the growing attention paid to how HE educators (faculty, administrators, leaders) play an important role in bridging the gap between knowledge and practice to nurture students' inherent qualities and characteristics that meet the demand and challenges of the future world.
The collection of articles will promote interdisciplinary global and regional level discussions that focus on initiatives and innovative practices (assessment, pedagogy and curriculum; faculty development, policy and strategy; collaborative projects) in helping students thrive in their personal and professional development journey in the dynamic and ever-evolving world of work.
Together, this Research Topic will demonstrate the collective efforts and practice wisdom of HE educators that facilitate the inherent part of what makes a university student become their own 'successor' with personal mastery and a lifelong-learning mindset within, across and beyond curricula for the post-pandemic world.
We welcome Empirical Studies, Perspective, Opinion, and Curriculum, Instruction, and Pedagogy that share about innovative practices of nurturing important inherent qualities, including but not limited to:
- Self-awareness and self-regulation;
- Reflectivity and reflexivity
- Social awareness and social management;
- Perspective-taking, moral reasoning, compassion and self-compassion;
- Responsible behavior, ethical responsibility, citizenship and global mindedness;
- Grit, personal agency and a growth mindset;
- Change, challenges, setbacks, resilience, and positive personal growth;
- Flow, flourishing, self-transformation, deep satisfaction, and purpose;
- Psychological flexibility and career adaptability;
- Search for meaning to learning or life, identity learning and learning identity;
- Practice of meaning-making to teaching, leading, administering and advising (for educators).
