The Contribution of Educator Wellbeing to Achieving Student Success - Special Issue
A call for papers is now open for the special issue of the Student Success Journal titled, "The Contribution of Educator Wellbeing to Achieving Student Success."
The special issue looks specifically at the wellbeing of educators in achieving student success, as opposed to examing student wellbeing. Student wellbeing as emotional, financial and psychological wellbeing and distress and in relation to transitions into higher education have been widely explored. However, the impact of educators' wellbeing on student success is emerging as a critical area of inquiry for more research and is the focus of the 2023 special issue of the Student Success Journal.
Educators' responses to emergency remote online learning due to the COVID-19 pandemic involved dealing with students' wellbeing and support. However, as additional workload expectations and resource constraints continue to impact higher education globally, there are emergent concerns about educator stress, workload, burnout and intention to leave academia. Therefore, it is important to investigate how educator wellbeing supports or constrains student success. Recent research demonstrates a link between student wellbeing and educator wellbeing.
In this special issue, papers are called to respond to wellbeing of educators, where an educator is defined broadly to include all higher education staff involved in teaching and/or supporting student learning including academics, tutors, learning designers, professional/administrative staff, and student support officers (including peer advisors).
According to the editors, "submissions to this special issue can focus on educator wellbeing as both an indicator of, and response to, student wellbeing and success, and we are particularly interested in submissions that highlight the intersection of student and educator wellbeing. We welcome submissions that explore issues of educator wellbeing from the perspective of educators, students and/or administrators. Submissions may consider student success and educator/student wellbeing across a broad range of educational contexts including work-integrated learning and all levels of tertiary study including undergraduate, postgraduate and research higher degrees, and enabling education (e.g., transition and university entry programs)."
Topics of interest include, but are not limited to:
- The impact of poor student wellbeing on educator wellbeing
- Considerations of the material, relational and subjective dimensions of educator wellbeing– including spiritual, cultural, physical, emotional, intellectual, social, mental, and financial wellbeing - and intersections of these
- The contribution of educator development, self-efficacy and recognition of teaching effectiveness to educator wellbeing and/or student success
- The impact of academic workload intensification, change fatigue, educator burnout and/or casualisation of the academic workforce on educator/student wellbeing
- Explorations of policies, interventions, infrastructure (e.g., technological or physical), practices (e.g. collegiality and peer or pastoral support) or structural measures (e.g. financial or other measures) that can safeguard or promote the wellbeing of educators and others who support student learning.
Information on submission dates can be found below:
- Full papers due: 30 November 2022 (Note: submissions will be sent for review immediately following editorial review for suitability)
- Peer review: Rolling until March 2023
- Revision process: Rolling until June 2023
- Final selection/approval of papers: July 2023
- Special Issue published: November 2023
For more information, please visit the Student Success website.