Sweeting, H. , Thomson, H. , Wells, V. and Flowers, P. (2023) Evolution of ‘whole institution’ approaches to improving health in tertiary education settings: a critical scoping review. Research Papers in Education, 38(4), pp. 661-689. (doi: 10.1080/02671522.2021.1961302) (PMID:37424522) (PMCID:PMC7614732)
Text
245535.pdf - Published Version Available under License Creative Commons Attribution. 1MB |
Abstract
In recent decades, ‘whole school’ approaches to improving health have gained traction, based on settings-based health promotion understandings which view a setting, its actors and processes as an integrated ‘whole’ system with multiple intervention opportunities. Much less is known about ‘whole institution’ approaches to improving health in tertiary education settings. We conducted a scoping review to describe both empirical and non-empirical (e.g. websites) publications relating to ‘whole settings’, ‘complex systems’ and ‘participatory’/‘action’ approaches to improving the health of students and staff within tertiary education settings. English-language publications were identified by searching five academic and four grey literature databases and via the reference lists of studies read for eligibility. We identified 101 publications with marked UK over-representation. Since the 1970s, publications have increased, spanning a gradual shift in focus from ‘aspirational’ to ‘conceptual’ to ‘evaluative’. Terminology is geographically siloed (e.g., ‘healthy university’ (UK), ‘healthy campus’ (USA)). Publications tend to focus on ‘health’ generally rather than specific health dimensions (e.g. diet). Policies, arguably crucial for cascading systemic change, were not the most frequently implemented intervention elements. We conclude that, despite the field’s evolution, key questions (e.g., insights into who needs to do what, with whom, where and when; or efficacy) remain unanswered.
Item Type: | Articles |
---|---|
Additional Information: | This work was supported by the UK Medical Research Council under grant numbers MC_UU_12017/12 and MC_UU_12017/15, and Scottish Chief Scientist Office under Grant numbers SPHSU12 and SPHSU15. University of Strathclyde provided additional support for Professor Flowers’ contribution. |
Status: | Published |
Refereed: | Yes |
Glasgow Author(s) Enlighten ID: | Thomson, Dr Hilary and Flowers, Professor Paul and Wells, Ms Valerie and Sweeting, Dr Helen |
Authors: | Sweeting, H., Thomson, H., Wells, V., and Flowers, P. |
College/School: | College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > MRC/CSO SPHSU |
Journal Name: | Research Papers in Education |
Publisher: | Taylor & Francis |
ISSN: | 0267-1522 |
ISSN (Online): | 1470-1146 |
Published Online: | 25 August 2021 |
Copyright Holders: | Copyright © 2021 The Authors |
First Published: | First published in Research Papers in Education 38(4):661-689 |
Publisher Policy: | Reproduced under a Creative Commons License |
University Staff: Request a correction | Enlighten Editors: Update this record