Developing self-care habits through a hybrid coaching framework in higher education

Abstract

IntroductionThis study tested the efficacy of a hybrid asynchronous/synchronous coaching framework designed to both improve graduate business students’ self-care habits and promote the strategy of coaching to address personal and professional growth. The coaching framework included individual coaching, asynchronous text-based coaching, and group coaching sessions.MethodsThis study tested the mixed modality coaching framework’s ability to promote healthy self-care practices for students as tested with a Self-care Behavior Inventory. Participants were 32 business and health care administration graduate students in a mid-sized university business school.ResultsThe data showed there was an increase in self-care behaviors after eight weeks of coaching, but the change was not significant. Majority of participants indicated satisfaction with the coaching framework.DiscussionThe study was also designed to assess the coaching framework’s ability to engage students and encourage students to use various coaching methods as a personal and professional development tool. Student surveys showed that students found the framework as a whole to be useful. The required coaching time per student for the framework was approximately one hour and nine minutes per student.ConclusionsStudents reported they were likely to want to participate in coaching in some modality again in the future. Group and text-based coaching, while less popular than individual coaching, had good or high satisfaction with most students.