Embedding Mindfulness Practice Within a Higher Education Organisation: a Living Theory Influenced Approach
type: CreativeWork
description: Background: Neoliberal ideology and policies have influenced the management of higher education leading to ‘a doing more with less’ culture, in turn leading to a negative impact on contemporary working practices of academics. There has been an escalation of poor mental health with rises in referrals to counselling and occupational health. Purpose: The core aims were to increase mindful awareness and compassion leading to resilience expressed as a ‘Mindful University of Westminster’. This work took a holistic approach to help facilitate the wellbeing of both staff and students. Methodology/Approach: The main thread was a Living Theory influenced approach through a recognition of my personal core living values: equity, freedom and compassion. This insider-practitioner insider-researcher study has integrated a methodology and methods also of: action research, reflection, reflexivity, thematic analysis and change management tools. This bricolage approach also used a running metaphor of ‘a play’ throughout to enable interpretation into how the University of Westminster can develop and become a ‘Mindful University’. This research was evaluated utilising a combined approach and included the criteria of: worthy topic, sincerity, audit trails, saturation and methodological cohesion. Findings/Conclusions: The development of a multiple faceted approach of mindful offerings for staff and students allowed an initial flow of mindful and compassion ripples. These became larger waves of influence, whilst working within the University’s own systems and processes. Original Contribution to Knowledge: Choosing a methodology and methods of Living Theory to investigate developing mindfulness practice in higher education is unique and has not been carried out before. Additionally, most universities offering mindfulness usually have limited events and do not try to assert wider influence or impact, as in this work. Implications: Developing a ‘Mindful University of Westminster’ can help tow…
abstract: Background: Neoliberal ideology and policies have influenced the management of higher education leading to ‘a doing more with less’ culture, in turn leading to a negative impact on contemporary working practices of academics. There has been an escalation of poor mental health with rises in referrals to counselling and occupational health. Purpose: The core aims were to increase mindful awareness and compassion leading to resilience expressed as a ‘Mindful University of Westminster’. This work took a holistic approach to help facilitate the wellbeing of both staff and students. Methodology/Approach: The main thread was a Living Theory influenced approach through a recognition of my personal core living values: equity, freedom and compassion. This insider-practitioner insider-researcher study has integrated a methodology and methods also of: action research, reflection, reflexivity, thematic analysis and change management tools. This bricolage approach also used a running metaphor of ‘a play’ throughout to enable interpretation into how the University of Westminster can develop and become a ‘Mindful University’. This research was evaluated utilising a combined approach and included the criteria of: worthy topic, sincerity, audit trails, saturation and methodological cohesion. Findings/Conclusions: The development of a multiple faceted approach of mindful offerings for staff and students allowed an initial flow of mindful and compassion ripples. These became larger waves of influence, whilst working within the University’s own systems and processes. Original Contribution to Knowledge: Choosing a methodology and methods of Living Theory to investigate developing mindfulness practice in higher education is unique and has not been carried out before. Additionally, most universities offering mindfulness usually have limited events and do not try to assert wider influence or impact, as in this work. Implications: Developing a ‘Mindful University of Westminster’ can help tow…
author: Nowlan, Jennifer
date published: 2022
date modified: 2026-07-24T06:01:20Z
provider: University of Westminster
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Westminster

PropertyValue
property ID: DOI
value: 10.34737/vz7zy