Call for Papers - Special Issue ''Building Community Well-Being in Higher Education''

We are happy to announce a forthcoming special issue on Building Community Well-Being in Higher Education.

 
Guest Editor:
Louis Tay
Purdue University

Background

There is a recognition that well-being is of increasing importance and concern to students in higher education. College and university students across multiple countries rate the importance of well-being higher than the importance of money (Diener, 2000). According to the American College Health Association, a substantial proportion of students have experienced depression (41%) and anxiety (63%). With this backdrop, many researchers and institutional stakeholders are seeking to not only better understand the factors that negatively impact well-being but also to address this growing problem through increasing awareness, adding student resources, and developing intervention programs.

At the same time, well-being is not merely the absence of ill-being but the presence of student flourishing and expression of strengths (e.g., Seligman, Ernst, Gillham, Reivich, & Linkins, 2009). Students have tremendous potential to excel and succeed and higher education institutions are continuing to promote the development of key skills that help further enhance well-being. This may include growth mindsets, resilience, goal setting, leadership, character, and teamwork. These can all directly and indirectly contribute to communal well-being.

Potential contributions

We invite researchers studying any aspect of building community well-being in higher education to contribute to this special issue. The contributions should reflect on one or more of the following aspects:

  • Address the issue of community well-being broadly defined (e.g., psychological well-being, physical well-being, social networks, diversity/inclusion, trust)
  • Rely on evidence-based research or evidence-informed principles
  • Focus on one or multiple aspects of well-being in college and university students

The goal of the special issue is to bring together both cutting-edge scholarship and practice that addresses and enhances student well-being in higher education.

The types of papers may include:

  • Theoretical or quantitative reviews
  • Program development and college/university student assessment 
  • Curriculum development and college/university student reception
  • Empirical research studies addressing college/university student well-being

We are seeking original theoretical and empirical articles (max. 7,000 words, all inclusive).

Timeline

  • Feb 15, 2020: Deadline for Proposals from potential contributors (see below)
  • September 15, 2020: Manuscript submission deadline
  • December 31, 2020: First decisions regarding submitted manuscripts
  • March 1, 2021: Revised manuscript submission deadline

Proposals

The proposal should be a word document that contains the following: (a) manuscript title (which can change), (b) the names, affiliations, and emails of authors, and (c) a proposal (~500 words) of the planned contribution that includes: a summary of the key issues and/or research questions the paper will address and its relevance to the special issue. For empirical papers, information should also be provided on the sample, methods, measures/variables, and results.

Please email your document to Fanyi Zhang (zhan3822@purdue.edu). The Guest Editor Louis Tay (stay@purdue.edu) will be happy to answer questions about the scope of the special issue and the potential fit of a manuscript to the issue. Authors who do not submit a brief proposal by Feb 15, 2020 may still submit a full manuscript by the Sep 15, 2020 deadline. We cannot guarantee full consideration of these submissions and encourage the submission of the brief proposal.

Full manuscripts will be submitted to the IJCWB through the journal’s online submission system and will be subject to double-blind peer review. We do not guarantee eventual publication of all manuscripts.

References

Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. doi:10.1037//0003-066x.55.1.34

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. doi:10.1080/03054980902934563