Developing a logic model to support creative education and wellbeing in higher education

• Published in: Cogent Education Vol. 10; no. 1
• Main Authors: Havsteen-Franklin, Dominik, Cooper, Jasmine, Anas, Shafeena
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 31.12.2023; Cogent OA; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: College Students; Creative Development; Creative Teaching; Creativity; Curriculum Development; Educational research; Evaluation Methods; Higher education; Learning Experience; logic model; Logical Thinking; Mental Health; Outcome Measures; Program Design; Program Evaluation; Psychological safety; Security (Psychology); Students; Teaching Methods; university students; Well Being; wellbeing; Workshops
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2023.2214877

University students are at higher risk than the general population of becoming mentally unwell. Dominant risk factors are to do with relationships, work load, the university environment and approaches to learning and teaching. Over recent decades higher education has been increasingly influenced by rules of commodification, however less commercially driven foci relating to wellbeing and mental health are increasingly being prioritised in higher education. This paper describes the development of a multifaceted logic model that can be adapted to university contexts to support wellbeing and creative approaches to learning. A socioecological approach refers to considering the group as a microsystem representative of larger systems and integrating emotionally focused and creative learning experiences that enhance subject relevant content. We implemented and evaluated a series of workshops to improve psychological safety and learning experience. We used a logic model design as an evaluation framework to map the inputs, activities, outputs, and outcomes. The pre and post outcome measure of psychological safety demonstrated significant change, where students could be more open and explorative in their learning experience. We also used a survey evaluation that demonstrated students found the project acceptable, delivered to a high standard, and that the content was relevant to their subject area. Given that the changing culture and ethos of a University can have a major influence on the wellbeing of the students, a flexible programme design as mapped through a logic model, provided us with a framework for introducing and evaluating a complex model for improving learning and wellbeing.