Emergence of the Universal Wellbeing Model - A journey from indigenous cultural responsiveness to international relevance and applicability

Abstract

A search began in 2008 to identify a theoretical wellbeing model with the capacity to underpin holistic student supports for a cohort of Indigenous and Pacific Island students in order to support their achievement, and equity aspirations. An initial literature review found evidence-based wellbeing definitions, and models related to higher education students to be highly variable. A long term programme of research was implemented to build a robust philosophical, theoretical, research, and use inspired practice base to measurably enhance the inclusion and holistic wellbeing of all students in higher education settings. Post a nationally funded investigation into the effectiveness of an indigenous model in praxis, a more robust model was sought and investigated with more ethnically and culturally diverse international students, staff, and holistic wellbeing-pastoral care practitioners. The methods selected to comprehensively answer the questions posed included a programme of themed literature review, theoretical model analysis and evaluation, plus use inspired theoretical and practice research. Findings from the second funded investigation led to the emergence, and creation of new, indigenously based but internationally responsive Universal Wellbeing Model (UWM), and new ‘researchable’ definition of wellbeing. The emerging UWM, and a new definition of wellbeing, were strongly contributed to by international participants perspectives. The implications for the practice of higher education sector leaders, staff, professional wellbeing and pastoral care practitioners, and policy makers are far reaching. The UWM is capable of underpinning policy, planning, wellbeing and pastoral care practice, and supportive cross organisational systems in institutions seeking to measurably enhance wellbeing outcomes.