How University Works - Poster
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Employability: Economic Well-being Self-organising Student Community Academic Experience Anxiety management learned through sequence of increasingly demanding unfamiliar assessed coursework, exams, group work, projects and final year dissertaon. Anxiety management applied in seeking graduate job and lifestyle. Crical thinking HABIT Open-minded, open-hearted desire to paently follow facts and reasoning wherever they may lead. Goal-oriented Behaviour Goal striving style celebrates personality characterised for example as Myers-Briggs Type. Open-minded curiosity reviews and extends skills, styles and strategies. “Occupaonal Choice” Choosing how to occupy me Sensivity to Own Values Open-minded curiosity drives preference for personally meaningful experience. HABIT of selecng goals that align with and uncover own values. Playful, experimental choices and spontaneous decisions Subjecve Well-being HAPPINESS: ONS SWB 2 Q3 SOCIAL TRUST : NEF SWB “Q5” Posive relaonships and emoons: Seligman’s PeRma 3 HABIT of values-based occupaonal choice underpins graduates’ agency, atude & producvity at work, and in their families & communies. Development and evidence of atudes & skills used as selecon criteria by businesses, and employed to enrich communies, families etc. Harnesses anxiety as means to achieve challenging goals. Reduces baseline anxiety to maintain creave, producve workplace culture. Parcipaon in and organising house pares, recreaonal gatherings, etc. SATISFACTION: ONS SWB Q1 Accomplishment & mastery: Seligman’s permA ANXIETY management: ONS SWB Q4 Shared accommodaon Social network, intenonal community, experimental living Atudes such as ambion, iniave, curiosity, ingenuity, drive & resilience emerge in acvies aligned with values. Informal study groups, SU clubs & sociees etc. Approachable, confident, posive; collegial commied team player WORTHWHILE: ONS SWB Q2 Engagement, meaning & purpose: Seligman’s pErMa Students grow accustomed to a HABIT ual sense of agency, having chosen their own values-aligned acvies & goals Open-minded curiosity How University Works: the Emergence of Autonomy, Well-being and Employability in the Student Core 1 Economy 1. Cahn, E., 2004, No More Throwaway People: the Co-producon Imperave, Washington DC: Essenal Books. 2. Michaelson J., et al, 2012, Measuring Well-being: A guide for praconers, London, New Economics Foundaon. 3. Seligman, M., 2011, Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Free Press. For further informaon contact Glen Crust [email protected] Open-minded curiosity Entrepreneurs learning the HABIT of moving their me and energy into higher yield roles and acvies in which they co-produce for example love, security, learning opportunies, sports teams, orchestras, care, & community. Friendships and affiliaons emerge between like-minded like-movated, students. Goals drive development of skills e.g. problem solving & leadership. Virtuous cycle: achievement → self- efficacy beliefs → ambious goals... Knowing what to do when they don’t know what to do. HABIT of resilient, structured, research-informed, paent problem solving; self-efficacy beliefs; avoids panic; process management and project management. CE25np2a
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How university life builds employability & well-being. Poster version of YouTube video
Transcript of How University Works - Poster
Employability: Economic Well-being
Self-organising Student Community
Academic Experience
Anxiety management learned through sequence of increasingly demanding
unfamiliar assessed coursework, exams, group work, projects and final
year dissertation. Anxiety management applied in
seeking graduate job and lifestyle.
Critical thinking HABIT Open-minded, open-hearted desire to
patiently follow facts and reasoning wherever they may lead.
Goal-oriented Behaviour
Goal striving style celebrates personality characterised for
example as Myers-Briggs Type. Open-minded curiosity reviews and extends skills, styles and strategies.
“Occupational Choice” Choosing how to occupy time
Sensitivity to Own Values Open-minded curiosity drives
preference for personally meaningful experience.
HABIT of selecting goals that align with and uncover own values.
Playful, experimental choices and spontaneous decisions
Subjective Well-being
HAPPINESS: ONS SWB2 Q3 SOCIAL TRUST: NEF SWB “Q5”
Positive relationships and emotions: Seligman’s PeRma3
HABIT of values-based occupational choice underpins graduates’ agency,
attitude & productivity at work, and in their families & communities.
Development and evidence of attitudes & skills used as selection criteria by
businesses, and employed to enrich communities, families etc.
Harnesses anxiety as means to achieve challenging goals. Reduces baseline
anxiety to maintain creative, productive workplace culture.
Participation in and organising house parties, recreational gatherings, etc.
SATISFACTION: ONS SWB Q1 Accomplishment & mastery:
Seligman’s permA
ANXIETY management: ONS SWB Q4
Shared accommodation
Social network, intentional community,
experimental living Attitudes such as ambition,
initiative, curiosity, ingenuity, drive & resilience emerge in activities
aligned with values.
Informal study groups, SU clubs & societies etc.
Approachable, confident, positive; collegial committed team player
WORTHWHILE: ONS SWB Q2 Engagement, meaning & purpose:
Seligman’s pErMa
Students grow accustomed to a HABITual sense of agency, having chosen their own values-aligned
activities & goals
Open-minded curiosity
How University Works: the Emergence of Autonomy, Well-being and Employability in the Student Core1 Economy
1. Cahn, E., 2004, No More Throwaway People: the Co-production Imperative, Washington DC: Essential Books. 2. Michaelson J., et al, 2012, Measuring Well-being: A guide for practitioners, London, New Economics Foundation. 3. Seligman, M., 2011, Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Free Press. For further information contact Glen Crust [email protected]
Open-minded curiosity
Entrepreneurs learning the HABIT of moving their time and energy into
higher yield roles and activities in which they co-produce for example love,
security, learning opportunities, sports teams, orchestras, care, & community.
Friendships and affiliations emerge between like-minded
like-motivated, students.
Goals drive development of skills e.g. problem solving & leadership.
Virtuous cycle: achievement → self-efficacy beliefs → ambitious goals...
Knowing what to do when they don’t know what to do. HABIT of resilient,
structured, research-informed, patient problem solving; self-efficacy beliefs; avoids panic; process management
and project management.
CE25n
p2a
