Purpose The purpose of this study resolved to evidence worldwide studies addressing the effects of the global COVID-19 pandemic on higher education (HE) academic staff. Particularly in relation to wellbeing and pedagogical role, as part of a parallel study exploring the impact of COVID-19 on academics’ pastoral role. Design/methodology/approach The systematized review identified eight relevant studies that shed light on the impacts of the COVID-19 pandemic on university academics’ well-being. Findings The review highlights the paucity of research in this area, with no studies, at the time of the review, considering how academics responded to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them. Research limitations/implications Firstly, only eight relevant studies were included, affecting generalisability of results owing to uneven distribution between geographic regions. Secondly, participants across the eight studies accounted for less than 0.05% of a population of 6 million university academics worldwide (Price, 2011). Thirdly, most of the studies used cross-sectional design, limiting assessment of the longer-term impact of an evolving HE landscape. Practical implications The findings of this systematized review can be placed in the context of illuminating research deficits within a shifting HE landscape. Specifically, no studies that the authors are aware of have investigated how academics are responding to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them. Originality/value In providing pastoral support to students, the mental well-being of academics is frequently ignored (Urbina-Garcia, 2020). The provision of well-being support by university management for academics appears to be “limited to non-existent” (Hughes et al., 2018, p. 49). Critically, the Coronavirus pandemic appears to have both accelerated and precipitated a step-change to pastoral care within the HE teaching ecosystem. The impact of a broadening pastoral role on academics' well-being has yet to be fully realized and understood. The authors have subsequently conducted an empirical study to address this embryonic area of research.
Purpose The purpose of this paper is to suggest that student-led case studies are an important way to learn about mental health problems and to highlight this by presenting a case study of the comedic genius Spike Milligan. Design/methodology/approach Celebrities live their lives in the public eye. In recent years, many have talked about their struggles with mental health. This paper is based on a student-led case study of the celebrity Spike Milligan. Findings This case study suggests one previously under-emphasised issue and argues that Spike Milligan’s wartime experiences may have led to post-traumatic stress disorder. Second, that he may have developed neuro-inflammation, through contracting sandfly fever during the war. This could have been an additional trigger for bipolar disorder. Research limitations/implications While this is a single case study, it draws on a wide variety of research sources to back up the arguments advanced. Practical implications Student-led case studies provide a way of engaging students more actively with mental health problems. Social implications Mental illness is complex, if not more complex, than physical health problems. Case studies of celebrities like Spike Milligan can help develop a public understanding of mental illness, as they already have a working knowledge about the person. Originality/value The case study illustrates how Bipolar 1 disorder is a complex and unique condition and that every individual’s illness has different predisposing characteristics. It suggests that student-led case studies are a helpful learning tool.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.