Background: College students’ declining mental health is a growing concern among institutions of higher education. Although many campuses have provided additional mental health counselors, identifying other mechanisms that facilitate and enhance mental health and wellbeing is also justified. Aim: Using the DRAMMA model as a theoretical framework, this research examined how leisure influences college students’ subjective wellbeing. Methods: An online survey methodology was utilized to measure the psychological outcomes of leisure participation (DRAMMA), leisure satisfaction, and subjective wellbeing of 704 students attending a large 4-year Midwestern residential college. Results: This quantitative study found the five psychological mechanisms of the DRAMMA model (detachment-recovery, autonomy, mastery, meaning, and affiliation) influenced students’ leisure satisfaction and subjective wellbeing. Conclusion: The findings support the need for higher education professionals to create leisure experiences that provide meaning and affiliation to promote subjective wellbeing and improve mental health.
{"title":"Testing the DRAMMA Model of Leisure and Subjective Wellbeing on College Students","authors":"Danny L. Twilley, Laura Morris, W. Holland","doi":"10.18061/bhac.v6i2.8946","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.8946","url":null,"abstract":"Background: College students’ declining mental health is a growing concern among institutions of higher education. Although many campuses have provided additional mental health counselors, identifying other mechanisms that facilitate and enhance mental health and wellbeing is also justified.\u0000Aim: Using the DRAMMA model as a theoretical framework, this research examined how leisure influences college students’ subjective wellbeing.\u0000Methods: An online survey methodology was utilized to measure the psychological outcomes of leisure participation (DRAMMA), leisure satisfaction, and subjective wellbeing of 704 students attending a large 4-year Midwestern residential college.\u0000Results: This quantitative study found the five psychological mechanisms of the DRAMMA model (detachment-recovery, autonomy, mastery, meaning, and affiliation) influenced students’ leisure satisfaction and subjective wellbeing.\u0000Conclusion: The findings support the need for higher education professionals to create leisure experiences that provide meaning and affiliation to promote subjective wellbeing and improve mental health.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"486 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115879484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Are We Addressing “Quiet Quitting” in Faculty, Staff, and Students in Academic Settings?","authors":"D. Morrison-Beedy","doi":"10.18061/bhac.v6i2.9309","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.9309","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114914074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: College represents a time of independent decision making, increased exposure to substances, and new, less supervised, opportunities for sexual behaviors and new partners. Despite the high prevalence of sexual risk behaviors in adolescent males pursuing higher education, there are still limited evidence-based interventions for sexually transmitted infections (STI), human immunodeficiency virus (HIV), and pregnancy prevention tailored for this population. Aim: The aim of this study was to gain insight into the perspectives of males on role play situations used in a sexual risk reduction program tailored for adolescent girls to obtain feedback on creating effective prevention programs for males. Methods: We conducted a focus group with males entering college. We analyzed the transcribed data to assess the relevance, realism, and utility of role-playing and to gain insight into the participant’s communication styles and approaches to risk reduction. Results: Four major themes were identified using conventional content analysis: (1) Non-verbal responses and “the vibe” are the go ahead for consent for sex, (2) Jokes and excuses are common communication skills used for risk reduction, (3) Prevention of pregnancy is more of a concern than STI or HIV prevention, and (4) Being gaslighted regarding mental health issues by girls was not uncommon. Conclusions: Findings from this pilot study can help inform sexual risk reduction intervention programming for males entering new environments such as the college-setting.
{"title":"Insight into Sexual Risk Reduction for College-Entering Males Reacting to Gender-Tailored Role Play Scenarios","authors":"Allison Lazor, PhD RN Cgnc Ffnmrcsi Fnap Faanp Faan Dianne Morrison-Beedy","doi":"10.18061/bhac.v6i2.9295","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.9295","url":null,"abstract":"Background: College represents a time of independent decision making, increased exposure to substances, and new, less supervised, opportunities for sexual behaviors and new partners. Despite the high prevalence of sexual risk behaviors in adolescent males pursuing higher education, there are still limited evidence-based interventions for sexually transmitted infections (STI), human immunodeficiency virus (HIV), and pregnancy prevention tailored for this population.\u0000Aim: The aim of this study was to gain insight into the perspectives of males on role play situations used in a sexual risk reduction program tailored for adolescent girls to obtain feedback on creating effective prevention programs for males.\u0000Methods: We conducted a focus group with males entering college. We analyzed the transcribed data to assess the relevance, realism, and utility of role-playing and to gain insight into the participant’s communication styles and approaches to risk reduction.\u0000Results: Four major themes were identified using conventional content analysis: (1) Non-verbal responses and “the vibe” are the go ahead for consent for sex, (2) Jokes and excuses are common communication skills used for risk reduction, (3) Prevention of pregnancy is more of a concern than STI or HIV prevention, and (4) Being gaslighted regarding mental health issues by girls was not uncommon.\u0000Conclusions: Findings from this pilot study can help inform sexual risk reduction intervention programming for males entering new environments such as the college-setting.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133924236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Diversity, Inclusivity, and Equity in Healthy Academic Communities: Always and in All Ways","authors":"D. Morrison-Beedy","doi":"10.18061/bhac.v6i1.8936","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8936","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121630278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Message from BHAC Board President: Promoting Mental Health Across the U.S. by Banding Together","authors":"B. Melnyk","doi":"10.18061/bhac.v6i1.9057","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.9057","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133570598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Dolbier, L. Conder, William Guiler, Erin N. Haley
Background: Koru is a 4-week group mindfulness-based intervention that previously demonstrated psychological benefits in university students through its offering via a counseling center (Greeson, Juberg, Mayatan, James, & Rogers, 2014). Aim: This study examined the feasibility of Koru offered universally to students via collaborative outreach (i.e., student interest, attendance, adverse events, participant acceptability, and participant willingness to complete assessments). Method: Across five semesters, Koru was advertised via flyers, emails to student organizations and faculty and staff, and counseling center referrals at a southeastern public university with 29,000-students. Interested students were randomly assigned to Koru or a waitlist. In-person Koru groups took place in classrooms on campus. Assessments included practice logs, program evaluations, and pre- and post-intervention surveys measuring mindfulness and psychological symptoms. Results: Interest was sufficient to offer 2-3 groups per semester (171 students). Of those assigned to Koru, 44.4% completed 3-4 sessions and 34.9% did not attend any sessions. The adverse event rate was 2.9%. Evaluations were positive and all participants attending the last session completed them. The response rate was 29.0% for log completion and 17.9% for survey completion. Conclusion: Results support student interest in, and acceptability of Koru offered to all students on campus outside of a counseling center. Data collection was challenging.
{"title":"A Mindfulness-Based Intervention for University Students: A Feasibility Study","authors":"C. Dolbier, L. Conder, William Guiler, Erin N. Haley","doi":"10.18061/bhac.v6i1.8980","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8980","url":null,"abstract":"Background: Koru is a 4-week group mindfulness-based intervention that previously demonstrated psychological benefits in university students through its offering via a counseling center (Greeson, Juberg, Mayatan, James, & Rogers, 2014).\u0000Aim: This study examined the feasibility of Koru offered universally to students via collaborative outreach (i.e., student interest, attendance, adverse events, participant acceptability, and participant willingness to complete assessments).\u0000Method: Across five semesters, Koru was advertised via flyers, emails to student organizations and faculty and staff, and counseling center referrals at a southeastern public university with 29,000-students. Interested students were randomly assigned to Koru or a waitlist. In-person Koru groups took place in classrooms on campus. Assessments included practice logs, program evaluations, and pre- and post-intervention surveys measuring mindfulness and psychological symptoms.\u0000Results: Interest was sufficient to offer 2-3 groups per semester (171 students). Of those assigned to Koru, 44.4% completed 3-4 sessions and 34.9% did not attend any sessions. The adverse event rate was 2.9%. Evaluations were positive and all participants attending the last session completed them. The response rate was 29.0% for log completion and 17.9% for survey completion.\u0000Conclusion: Results support student interest in, and acceptability of Koru offered to all students on campus outside of a counseling center. Data collection was challenging.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114042692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Research shows that mindfulness interventions for test anxiety in a college student population are beneficial (Lothes, Mochrie, Wilson, & Hakan, 2021). This study expands on the existing literature by examining how distance learning mindfulness practices may affect anxiety in college students. Aim: This study assessed the effects of online mindfulness practices over a five-week period on test anxiety in college students. Method: Participants included 31 college students that were randomly assigned to either a sitting meditation or music meditation condition. The two groups were also split in half to add a wait list control condition. A weekly schedule of mindfulness practices was given to participants to complete on their own. Results: Participants in the sitting meditation condition showed significant within-group reductions in test anxiety, overall anxiety, and mindfulness from start to finish. The music meditation group showed no changes in test anxiety. However, overall anxiety showed decreases in scores, and overall mindfulness did show significant increases for this group. Conclusion: Mindfulness may play a role in the reduction of anxiety and test anxiety. Further research is needed to more definitively assess how music meditation may impact anxiety.
{"title":"Sitting Meditation (Mindfulness) and Music Meditation Effects on Overall Anxiety and Test Anxiety in a College Student Population","authors":"John E. Lothes II, Sarah Matney, Zayne Naseer","doi":"10.18061/bhac.v6i1.8686","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8686","url":null,"abstract":"Background: Research shows that mindfulness interventions for test anxiety in a college student population are beneficial (Lothes, Mochrie, Wilson, & Hakan, 2021). This study expands on the existing literature by examining how distance learning mindfulness practices may affect anxiety in college students.\u0000Aim: This study assessed the effects of online mindfulness practices over a five-week period on test anxiety in college students.\u0000Method: Participants included 31 college students that were randomly assigned to either a sitting meditation or music meditation condition. The two groups were also split in half to add a wait list control condition. A weekly schedule of mindfulness practices was given to participants to complete on their own.\u0000Results: Participants in the sitting meditation condition showed significant within-group reductions in test anxiety, overall anxiety, and mindfulness from start to finish. The music meditation group showed no changes in test anxiety. However, overall anxiety showed decreases in scores, and overall mindfulness did show significant increases for this group.\u0000Conclusion: Mindfulness may play a role in the reduction of anxiety and test anxiety. Further research is needed to more definitively assess how music meditation may impact anxiety.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116106928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonathan R. Anderson, M. Bloom, G. Chen, S. Jost, Donald P. Keating III, A. Lang, N. Mankin, E. McMahan, J. Merheb, P. Nelson, J. C. Nnaji, Enrique F. Valderrama-Araya
Background: The coronavirus disease 2019 (COVID-19) pandemic adversely disrupted university student educational experiences worldwide, with consequences that included increased stress levels and unhealthy sedentary behavior. Aim: This study aimed to quantify the degree of impact that COVID-19 had on the levels of physical activity and stress of university students by utilizing wearable fitness tracker data and standard stress survey instrument scores before and during the pandemic. Methods: We collected Fitbit heart rate and physical activity data, and the results of a modified Social Readjustment Rating Scale (SRRS) stress survey from 2,987 university students during the Fall 2019 (residential instruction; before COVID-19) and Fall 2020 (hybrid instruction; during COVID-19) semesters. Results: We found indicators of increased sedentary behavior during the pandemic. There was a significant decrease in both the levels of physical activity as measured by mean daily step count (↓636 steps/day; p = 1.04 · 10-9) and minutes spent in various heart rate zones (↓58 minutes/week; p = 2.20 · 10-16). We also found an increase in stressors during the pandemic, primarily from an increase in the number of students who experienced the “death of a close family member” (38.8%), with the number even higher for the population of students who opted to stay home and attend classes virtually (41.4%). Conclusions: This study quantifies the decrease in levels of physical activity and notes an increase in the number of students who experienced the death of a close family member, a known stressor, during the first year of the COVID-19 pandemic. These findings allow for more informed student-health-focused interventions related to the COVID-19 pandemic disruptions experienced by academic communities worldwide.
{"title":"The Impact of the COVID-19 Pandemic on College Student’s Stress and Physical Activity Levels","authors":"Jonathan R. Anderson, M. Bloom, G. Chen, S. Jost, Donald P. Keating III, A. Lang, N. Mankin, E. McMahan, J. Merheb, P. Nelson, J. C. Nnaji, Enrique F. Valderrama-Araya","doi":"10.18061/bhac.v6i1.8670","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8670","url":null,"abstract":"Background: The coronavirus disease 2019 (COVID-19) pandemic adversely disrupted university student educational experiences worldwide, with consequences that included increased stress levels and unhealthy sedentary behavior.\u0000Aim: This study aimed to quantify the degree of impact that COVID-19 had on the levels of physical activity and stress of university students by utilizing wearable fitness tracker data and standard stress survey instrument scores before and during the pandemic.\u0000Methods: We collected Fitbit heart rate and physical activity data, and the results of a modified Social Readjustment Rating Scale (SRRS) stress survey from 2,987 university students during the Fall 2019 (residential instruction; before COVID-19) and Fall 2020 (hybrid instruction; during COVID-19) semesters.\u0000Results: We found indicators of increased sedentary behavior during the pandemic. There was a significant decrease in both the levels of physical activity as measured by mean daily step count (↓636 steps/day; p = 1.04 · 10-9) and minutes spent in various heart rate zones (↓58 minutes/week; p = 2.20 · 10-16). We also found an increase in stressors during the pandemic, primarily from an increase in the number of students who experienced the “death of a close family member” (38.8%), with the number even higher for the population of students who opted to stay home and attend classes virtually (41.4%).\u0000Conclusions: This study quantifies the decrease in levels of physical activity and notes an increase in the number of students who experienced the death of a close family member, a known stressor, during the first year of the COVID-19 pandemic. These findings allow for more informed student-health-focused interventions related to the COVID-19 pandemic disruptions experienced by academic communities worldwide.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131370129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: General education curriculums provide students with knowledge and skills that empower them to engage in their communities and prepare them for life after graduation. Furthermore, colleges and universities can establish campus culture and express their values through their general education curriculum. Aim: The aim of this article was to inspire faculty and administrators to reflect on the wellness culture present at their institution, specifically within their general education program. Methods: The authors addressed the need for a campus-wide wellness-related general education course. Arguments against and benefits of such a course were presented, as were suggestions for future research. Results: Wellness is a pertinent topic woven throughout our lives and the lives of our students. Attending college offers students newfound independence and autonomy, as well as an opportunity to develop positive lifelong habits. A wellness-related course reinforces the holistic, interdisciplinary approach to general education and teaches the importance of healthy behaviors. Conclusion: Although concerns surrounding institutional resources exist when considering the creation of a new campus-wide requirement, the potential improvements in academic performance, student retention, and health behaviors outweigh the challenges.
{"title":"The Value of Wellness-Related Courses in Higher Education","authors":"Kristen R. Pepin, Jason C. Sawyer","doi":"10.18061/bhac.v6i1.8647","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8647","url":null,"abstract":"Background: General education curriculums provide students with knowledge and skills that empower them to engage in their communities and prepare them for life after graduation. Furthermore, colleges and universities can establish campus culture and express their values through their general education curriculum. \u0000Aim: The aim of this article was to inspire faculty and administrators to reflect on the wellness culture present at their institution, specifically within their general education program.\u0000Methods: The authors addressed the need for a campus-wide wellness-related general education course. Arguments against and benefits of such a course were presented, as were suggestions for future research.\u0000Results: Wellness is a pertinent topic woven throughout our lives and the lives of our students. Attending college offers students newfound independence and autonomy, as well as an opportunity to develop positive lifelong habits. A wellness-related course reinforces the holistic, interdisciplinary approach to general education and teaches the importance of healthy behaviors.\u0000Conclusion: Although concerns surrounding institutional resources exist when considering the creation of a new campus-wide requirement, the potential improvements in academic performance, student retention, and health behaviors outweigh the challenges.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124507027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Intrapreneurialism is emerging as a powerful force for enhancing organizational transformation and viability in a post-pandemic world. It is the enfranchisement and empowerment of people, liberating them to engage their enterprising talent in the service of creating value for the benefit of the organization (Yashin-Shaw, 2018). Aim: For the purposes of this article, the notion of a healthy academic community refers to the long-term viability, robustness, and relevance of the institution. Being able to foster future success in the face of exponential change is a hallmark of a resilient organization (Duchek, 2020). In this sense, a healthy academic community is one where the institution and its stakeholders can thrive in the face of unprecedented disruptive change and unexpected conditions by adapting appropriately (Burnard, Bhamra, & Tsinopoulos, 2018). The traditional form and function of higher education are being challenged as new technologies are democratizing access to knowledge, learning, and credentialing. A diversity of higher education options have emerged for students beyond the traditional university (Marshall, 2018). Such challenges can pose an existential threat to universities. Results: How can academic communities thrive in the face of these rapid changes? The answer is to liberate and engage the enterprising talent of staff, students, faculty, and the extended community associated with the institution, whether local or global, physical or virtual. Enterprising employees, who think and act like entrepreneurs, are called intrapreneurs. Conclusion: By embracing and supporting intrapreneurs at all levels, academic communities will be well placed to flourish in the new post-pandemic world.
{"title":"Intrapreneurs: Essential to Building Healthy Academic Communities","authors":"I. Yashin-Shaw, D. Morrison-Beedy","doi":"10.18061/bhac.v6i1.8950","DOIUrl":"https://doi.org/10.18061/bhac.v6i1.8950","url":null,"abstract":"Background: Intrapreneurialism is emerging as a powerful force for enhancing organizational transformation and viability in a post-pandemic world. It is the enfranchisement and empowerment of people, liberating them to engage their enterprising talent in the service of creating value for the benefit of the organization (Yashin-Shaw, 2018).\u0000Aim: For the purposes of this article, the notion of a healthy academic community refers to the long-term viability, robustness, and relevance of the institution. Being able to foster future success in the face of exponential change is a hallmark of a resilient organization (Duchek, 2020). In this sense, a healthy academic community is one where the institution and its stakeholders can thrive in the face of unprecedented disruptive change and unexpected conditions by adapting appropriately (Burnard, Bhamra, & Tsinopoulos, 2018). The traditional form and function of higher education are being challenged as new technologies are democratizing access to knowledge, learning, and credentialing. A diversity of higher education options have emerged for students beyond the traditional university (Marshall, 2018). Such challenges can pose an existential threat to universities. \u0000Results: How can academic communities thrive in the face of these rapid changes? The answer is to liberate and engage the enterprising talent of staff, students, faculty, and the extended community associated with the institution, whether local or global, physical or virtual. Enterprising employees, who think and act like entrepreneurs, are called intrapreneurs.\u0000Conclusion: By embracing and supporting intrapreneurs at all levels, academic communities will be well placed to flourish in the new post-pandemic world.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130727723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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