The Meaning of Academic Life (original) (raw)
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Meaning in Life and Happiness among Tertiary Education Students
2018
The study investigated and analyzed the relationship between meaning in life and happiness among tertiary education students. It employed both the descriptive-survey and correlational methods. The respondents are composed of 247 junior and senior students during the AY 2017-2018. They were chosen using the convenience non-random sampling technique. Results disclosed that the respondents have both a high level of meaning in life and happiness and that the two variables are significantly correlated. Generally, the respondents are experiencing and pursuing a meaningful and a happy life. Also, a significant difference existed between the meaning in life and happiness among the respondents when grouped according to program. A parallel study may be undertaken with faculty and employees in higher education institutions as respondents. For future study, variables which influence the nonmeaningfulness and unhappiness of the participants may be included. The results may be used in designing a...
Happiness research provides guidance on what academics can do to increase their satisfaction at work. Changes in external circumstances, such as salary rises, seldom have a lasting effect. More likely to improve long-term happiness levels are exercising well-developed skills, building strong relationships, helping others and cultivating mindfulness. These methods for improving well-being have some specific implications for academic life, suggesting strategies for individuals and policy-making.
A Meaningful Academic Life: Loving, Fulfilling, Challenging, and Flabbergasting
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In this essay, I present the talk I gave at the celebration honoring my retirement from University of South Florida (USF). Held on January 25, 2019, this event was attended by an audience of friends, students, and university faculty and administrators. I tell several stories about coming to USF, meeting and collaborating with Art Bochner, and the support I experienced and the fulfillment I found in my university life. Passionate about teaching from the heart to the whole person and doing research that matters, I describe the meaning I derived from participating in an interpretive and qualitative Communication program that focused on the human sciences. I end with 10 aphorisms or observations from lessons learned in my experience of four decades in the university, some of which allude to the unnamed challenges I experienced among the great joys and good fortune of academic life.
Role of Academics in Happiness
Indian Journal of Health and Wellbeing, 2018
During the past few decades academic performance has emerged as a significant indicator of student credibility. Academic efforts of an individual therefore impact parental-social attitudes towards them to a large extent. This perception not only impacts the psycho-social well being of the individual but also their ideology towards life. It further also influences an individual's belief system, self concept, resilience pattern and perception towards various situations in life. Thus, the current investigation aims to examine whether academic performance plays a role in Happiness of college graduate students. The sample comprised of 100 female graduates in the age range of 18-22 years. For this purpose, Oxford Happiness Questionnaire (Hills & Argyle, 2002) was administered and the last academic score of the students was noted down. Data was analyzed using descriptive statistical techniques and Pearson Correlation Coefficient. Results depicted significant positive associations between Happiness and Academic Performance (p>.01). The average happiness of students came out to be 4.11 that falls between the ranges of 'pretty happy' while the average academic percentage came out to be '73%'. This indicates a linear relationship between the level of happiness and academic performance. This knowledge can be therefore used heuristically to formulate intervention strategies aimed at enhancing happiness amongst college students and further to reduce its dependency on academic endeavors so as to ensure sustainability.
Higher Education Quarterly, 2017
This article reviews the higher education literature surrounding happiness and related notions: satisfaction, despair, flourishing and well-being. It finds that there is a real dearth of literature relating to profound happiness in higher education: much of the literature using the terms 'happiness' and 'satisfaction' interchangeably as if one were tantamount to the other, such conflation being due to the move towards consumerism within higher education and the marketization of the sector. What literature there exists that actually deals with the profound happiness of students in higher education generally argues that in the UK institutions do not currently do enough to promote happiness in higher education. The findings of this review imply that flourishing, contentment and well-being should be regarded as legitimate goals of higher education, alongside satisfaction and related economic outcomes that are currently promoted across academic and policy literature, university rankings, and the National Student Survey.
Happiness among higher education academicians: a demographic analysis
Rajagiri Management Journal, 2020
Purpose To deal with highly energetic younger generation patiently, need academicians who can spread happiness while teaching/mentoring are needed. This is possible when an academician himself is a happy person. This paper aims to explore the factors that generate happiness among academicians, studies the impact of demographic variables on academicians’ happiness and examines the relationship between academicians’ happiness and their performance. Design/methodology/approach Convenience purposive sampling method was used to obtain data through self-administered survey questionnaire based on a five-point Likert scale, delineating the research purpose and assurance of confidentiality. For data analysis, statistical techniques like mean, percentage method, Levene’s test, t-test and analysis of variance were used. To study the relationship between performance and happiness, the attitude, motivation and outcome theory was applied and happiness index was developed. Findings After analyzing...
Meaning in Life and Life Satisfaction among University Students
Journal of Professional & Applied Psychology
Previous research indicates that young adults experience an increase in life satisfaction when they have a meaning in life. The current study examined the association between meaning in life and satisfaction with life as well as the relationship between the search for meaning in life and life satisfaction. University undergraduates (N= 302) from Forman Christian College (A Chartered University-FCCU) filled out self-report measures. The analysis was conducted using demographical information, scores from Meaning in Life Questionnaire (MLQ) and Satisfaction with Life Scale (SWLS). Pearson Product Moment Correlation Co-efficient indicated that Satisfaction with life increased when there was presence of meaning in life. Additionally, search for meaning increased when satisfaction with life decreased. Lastly, an independent samples t-test indicated no significant gender differences in meaning in life. The research helps to understand the variables in a Pakistani context since the prevalen...
Psychological Happiness and Meaning of Life among Students of King Khalid University Saudi Arabia
Indian Journal of Public Health Research & Development,, 2019
The present study aimed to explore the level of psychological happiness and its relationship to the meaning of life among students of the preparatory year at King Khalid University in Abha city in Saudi Arabia. The study followed the cross sectional survey design. The measure of Psychological happiness and meaning of life were used to collect the relevant data. The tools were applied to a sample of 300 students aged between 18 and 20. Findings revealed that, there were no statistically significant differences in the respondent level of the meaning of happiness due to the variable of the academic track, evidenced by the increase in the value of (t) calculated at (0.783, p>0.05), and there were no significant differences in the respondent's views regarding the level of the meaning of happiness due to the academic track variable as evidenced by the increase in the value of (t) calculated at (0.256, p>0.05). The results also showed a statistically significant correlation between the level of meaning of life and psychological happiness (a<0.05). The study recommended the inclusion of concepts and Strategies to develop happiness and the meaning of life in the curricula of university students, and hold workshops for students and teachers for training them on methods and strategies to achieve happiness and create positive meanings for life among university students.
Life Satisfaction Among Academicians: An Empirical Study on the Universities of Turkey
Procedia - Social and Behavioral Sciences, 2012
The purpose of this study is to examine the levels of life satisfaction among academicians in Turkey and to investigate the effects of demographics on levels of life satisfaction among academicians. A questionnaire-based study was conducted in 648 academicians working in the Universities of Turkey. Data w Life Satisfaction Scale. The life satisfaction levels of the academicians were found to be moderately high in the study. The results of the study indicated that professors have a higher level of life satisfaction as compared to assistant professors, instructors and research assistants. Professors have the highest level of life satisfaction among the all academicians. Among the demographic variables, gender, age, income level, length of service in present university, length of service in higher education, and abroad experience were significantly related to life satisfaction. On the other hand, marital status was not significantly related to life satisfaction of the academicians.
A Graduate’s Pursuit of Happiness
EDULEARN proceedings, 2016
Research undertaken on students' transition from Higher Education (HE) to employment (Dawson, 2012) highlights the need for HE staff to step back from day-today concerns and rethink their approaches to students' preparation from undergraduate status to graduate 'work-ready'. It emphasises the importance of recognising that one's journey from student to graduate standing requires high intensity support from both academic and student-centred staff. It claims that stepping outside of our 'student-tutor' stereotype and being perceived as the facilitators, the mentors, who know their field well enough to help students deal with the challenges ahead, assists their development of critical instinct. It also urges members of staff to recognise that we are undoubtedly influential figures on the development of students and that sharing our experiences, whether good or bad, can be invaluable in shaping students own graduate identity. The findings of this study were validated and evolved (Dawson, 2013 & 2014) into further investigations into students' development and transformation (in terms of ability and skills) whilst still in HE and in preparation for the 'world of work'. The study shows that reviewing, re-engineering and reapplying existing literature and approaches to suit the demand of a new generation of students increases their involvement and empowerment. It also evidenced how building on personal experiences reinforces their efficacy beliefs, improves their self-esteem, social skills and resilience and signposts the path for lifelong learning and a sustainable development. As a result of these, both students and I have evidenced that the principles of sustainable development apply equally to all aspects of life, from personal, social to economic and professional. Thus, we claim that, through participation in challenging academic activities which provide students with the opportunity to design, deliver and assess their own learning, we gain knowledge which we can and will pass on to others, as a student quotes "…I will never lose sight of the importance of adding value and ensuring my actions have a progressive impact on others.". In the academic year 2014/15, students embarked on a journey of deeper and more critical pathways. They explore personal and social identity, attitude, personality, values and principles which contribute to their transformation from students to graduates and from graduates to employees. Through active and collaborative learning, formative communication with staff and involvement in intellectually stimulating activities, students are seeking answers to questions, such as how to achieve transformation; how to keep a 'positive' attitude and generate a sense of belonging; how to pursue and find happiness in HE and beyond. The realities unveiled from such journeys are invaluable to both students and staff as they signpost the paths for an enriched educational experience for all.