Applying Salutogenesis in Higher Education

Mark Dooris,Sharon Doherty,Judy Orme

doi:10.1007/978-3-030-79515-3_30

Mark Dooris, Sharon Doherty + Show 1 more

Open Access

https://doi.org/10.1007/978-3-030-79515-3_30

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Abstract

AbstractThis chapter focuses on how health can be created, maintained and supported in university settings. It first explores the higher education context and introduces key concepts that underpin ‘healthy universities’ and the application of a settings approach within this sector. It then presents a summary of key developments and of theoretical and empirical research in the field, reflecting on the relationship to salutogenesis, before discussing key themes emerging and outlining challenges for the future.

Highlights

There have been contrasting accounts regarding the general role of higher education in societies, which can be summarised as follows (Epigeum Ltd., 2012): 1. Universities as communities of learning and personal development
With the publication of the 2030 agenda for sustainable development (United Nations, 2015), there has been a convergence of agendas: Climate change is no longer only seen as a sustainability issue, and acknowledged to be the greatest twenty-first-century global public health threat (Costello et al, 2009); nature and green space are understood to be fundamental resources for good health as well as for a balanced ecosystem); and influential commentators are calling for a new ‘ecological public health’ which highlights the essential connections between health, sustainability, equity and justice and recognises that human health depends on the health of ecosystems (Lang & Rayner, 2012). This convergence of agendas and dual expectation within higher education provides the perfect springboard to encourage a process of coordinated action to develop healthy, sustainable, low-carbon campuses that protect and promote the well-being of people, places and the planet, through taking steps to integrate good practice in key areas such as active travel, sustainable food and curriculum design (Orme & Barna, 2010; Orme & Dooris, 2010)
When considering the implications for salutogenesis policy, practice and research relating to the university setting, it is valuable to explore developments and opportunities at three levels

Summary

Introduction

Universities are important organisations for health promotion – as contexts and vehicles for enhancing well- being, and as partners in multisectoral health improvement and as contributors to citizenship development and societal change (Dooris et al, 2012). In the UK alone, there are 168 higher education providers with almost 2.4 million students and 440,000 staff (Higher Education Statistics Agency, 2020a, 2020b), whilst worldwide, it is estimated that by 2040, there will be 594 million university students, an increase of nearly 500 million since the turn of the millennium (ICEF Monitor, 2018). This points to the substantial global potential offered by universities as settings in which and through which to promote public health.

Orme Department of Health and Social Sciences, University of the West of England, Bristol, UK

Discussion

Conclusion and Challenges for the Future