A Tertiary Institution's Approach to Strategic Planning and Implementations for Faculty Wellbeing

Abstract

This chapter describes a qualitative study provides insights into of how a tertiary institution in Jamaica gave focus to faculty wellbeing and the implementations that catered to their welfare. The human resource (HR) manager was interviewed and a document analysis of the institution’s strategic plan was done. The investigation found that the institution sought to satisfy the different dimensions of faculty wellbeing. However, plans and implementations were sometimes unsuccessful because of a lack of participation and communication from faculty. Faculty members struggled to prioritize their wellbeing because of a lack of time consequent to work demands. The challenges warranted an intentional approach to allow staff more flexibility to engage in wellbeing activities, a fusion of wellbeing interventions without causing faculty to experience additional demands, and a strategic method to reinforce the importance of catering to wellbeing. Additionally, wellbeing implementations should be formalized and systemized to effectively address faculty’s wellbeing needs.

Citation

Virtue, A. (2024), "A Tertiary Institution's Approach to Strategic Planning and Implementations for Faculty Wellbeing", Walker, K.D. and Kutsyuruba, B. (Ed.) The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions, Emerald Publishing Limited, Leeds, pp. 239-253. https://doi.org/10.1108/978-1-83797-504-420241018