Towards a positive university

Abstract

This article explores the concept of a ‘positive university’. Whilst positive education is becoming a better known concept, particularly applied to secondary schools, and positive organizational scholarship is further assisting the understanding of positive institutions, it is useful to examine the university as a special institution, in its entirety beyond a circumscribed focus on student academics (e.g. student motivation) or student well-being (e.g. well-being of medical students). In this article, we will sample the relevant evidence to date from positive psychology and positive organizational scholarship and apply it to five key environments of the university: Classroom and formal learning environments (e.g. curriculum, academic achievement), social environments (e.g. student relationships), local community and external organizations (e.g. volunteerism), faculty and administration work environments (e.g. employee stress) and residential environments (e.g. student well-being). Specific recommendations are provided for each context with reference to five routes to well-being: positive emotions, engagement, relationships, meaning and accomplishment.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 201 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.