Douglas Olsen
Universities are often in the news, and with their far-reaching influence, they have the potential to shape political debates and public opinion. However, in recent years, there has been a perception that universities are out of touch with their students and the wider society. This perception has led to accusations of universities being an 'intellectual liberal elite'. This paragraph will explore the extent to which universities are in touch with their students and the impact this has on the university's reputation and influence.
| Characteristics | Values |
|---|---|
| Communication with students | Embrace multiple forms of communication, such as texting, video calls, and social media |
| Student-professor relationship | Build student-professor trust |
| Student support | Provide work-integrated learning opportunities, foster collaboration, and encourage students to take risks |
| Student mental health | Support students dealing with grief, crisis, or tragedy |
| Student privacy | Respect student privacy on social media |
What You'll Learn
Student-professor trust
Building trust between students and professors is an important aspect of the university experience. Professors and lecturers are not just teachers – they are also mentors. Students who understand their professors' paths and experiences can gain valuable insights and inspiration.
Students should be encouraged to get out of their comfort zones and explore both academically and personally. This can help build their confidence and engagement within the university community. Joining student organisations, societies, or clubs can be a great way to meet like-minded people and foster collaboration.
Additionally, universities should provide work-integrated learning opportunities to help students gain real-world experience and enhance their critical workplace skills. This can also help students gain a better sense of their purpose in life.
By implementing these strategies, universities can promote trust and mentorship between students and professors, leading to a more positive and engaging learning environment.
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Social media presence
Social media is an integral part of the university experience for most students. It is a useful tool for staying in touch with friends and family, joining student support groups, and even finding funny videos to pass the time. While universities typically have more pressing priorities when considering applications, some institutions with more rigorous admissions processes take a student's online presence very seriously.
- Be mindful of the types of accounts you use. Facebook, Twitter (or X), and Instagram are commonly searched by admissions officers. Sites like Reddit are harder to track due to unrelated usernames, while Snapchat is generally more private. TikTok and Threads, a subsidiary of Instagram, are also often viewed by admissions tutors.
- Manage your privacy settings. If you want to continue posting freely on social media, set your accounts to private to control who can see your activity.
- Review your old posts and remove any outdated content. It is common to have old posts or photos that might be considered embarrassing or objectionable. It is a good idea to delete anything you would not want admissions officers to see.
- Choose your photos carefully. Ensure that the photos linked to your account are appropriate and reflect well on you.
- Avoid emotional or hateful posts. Refrain from posting angry or expletive-laden rants, especially about controversial topics. Universities want students who reflect their values, and hateful content will likely count against you.
In summary, while social media can be a force for good in a student's life, it is important to be conscious of your digital footprint. Treat your online presence as though a university admissions officer will be reviewing your profile, and use privacy settings and periodic content reviews to maintain a positive social media presence.
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Political groupthink
The concept of "groupthink" was first introduced by social psychologist Irving Janis in his 1972 study, "Victims of Groupthink: A Psychological Study of Foreign-Policy Decisions and Fiascoes". Groupthink refers to a phenomenon where members of a group prioritise unanimity over a realistic assessment of a situation, leading to poor decision-making. This can occur in various contexts, including politics, where it can have detrimental consequences for both group members and non-members.
Universities, as centres of higher learning and knowledge creation, should be places where critical thinking and diverse perspectives are encouraged. However, the presence of political groupthink within universities can hinder these ideals and negatively impact the quality of education and research.
Additionally, political groupthink can affect the way universities handle freedom of speech and expression on campus. Instead of fostering an environment where diverse ideas are welcomed and debated, universities might prioritise group cohesion and suppress dissenting opinions. This could lead to self-censorship among students and staff, hindering open dialogue and the exploration of alternative viewpoints.
Furthermore, political groupthink can impact the way universities respond to societal issues and current events. For instance, in situations involving political controversies or social injustices, universities might feel pressured to present a united front and make decisions that align with a particular political ideology, rather than engaging in nuanced discussions and considering multiple perspectives.
To mitigate the negative effects of political groupthink, universities should actively encourage critical thinking and embrace intellectual diversity. This can be achieved by exposing students to a range of perspectives, fostering an environment where dissent is welcomed, and promoting independent thinking. Additionally, universities should ensure that their decision-making processes are transparent and inclusive, taking into account a variety of viewpoints and considering potential alternatives.
By prioritising critical thinking and intellectual diversity, universities can become centres of robust debate and innovative thinking, ultimately enhancing the quality of education and research they provide.
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Work-integrated learning
Through WIL, universities offer students a range of structured, employer-based activities throughout their studies, developing both generic and specialized skills through direct workplace engagement. Examples of WIL activities include placements, internships, fieldwork, employer-determined live briefs, consultancy projects, project tendering, and active participation in industry-led networking events. In some WIL programs, these activities are fully integrated into the university curriculum and directly contribute to a student's degree.
WIL builds on the achievements of current employability practices within universities, extending them into the workplace itself. It addresses the key problem of how to give students direct, hands-on experience that will allow them to apply classroom-based theoretical learning to real-world situations. WIL is intended as a deeply embedded university strategy that re-imagines the student learning experience as a workplace-oriented process across all levels of degree programs. It identifies employer expectations and redirects classroom and curriculum processes and outcomes to align with them, in conjunction with placements that enable students to acquire key skills to become work-ready.
WIL practices need to be carefully aligned with both employer requirements and the demands of any given subject-area curriculum. While specific technical skills are useful, employers often value candidates who demonstrate capacity in generic skill sets, such as resilience, being an innovative self-starter, creative thinking and problem-solving, and proactive career planning. A feedback loop between universities and employers can be established in ongoing WIL development, allowing employers to participate in shaping the preparation of work-ready students and providing feedback on the match between their needs and the students they recruit.
To ensure the success of WIL programs, universities can include students in the conversation about the creation of such programs, asking for their feedback on the forms of live employer engagement that would benefit them in their specific areas of study. Universities can also build accreditation into placements or other WIL activities, thereby embedding WIL at all levels and incentivizing deep-level student participation.
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Student mental health
Impact of Poor Mental Health
Poor mental health can affect students' energy levels, concentration, dependability, mental ability, and optimism, which in turn can hinder their academic performance and even lead to dropping out of school. Research suggests that depression is associated with lower grade point averages, and that co-occurring depression and anxiety can strengthen this association. Mental health issues can also have long-term consequences for students, impacting their future employment, earning potential, and overall health.
Strategies for Improvement
To address these challenges, universities are embracing a broader culture of well-being and equipping faculty and staff to better support students in need. This includes training staff to identify students in distress and refer them to the appropriate support services. Schools are also offering a range of creative solutions, such as group therapy, peer counseling, and telehealth services, to meet the diverse needs of their student bodies.
Early Intervention
Early intervention is key to preventing students from "slipping through the cracks." Schools are dedicating more resources to rapid access and assessment, where students can receive same-day intake or a single counseling session, rather than waiting weeks or months on a waitlist. Following an evaluation, a stepped-care model can be employed, where the most intensive care is provided to those in greatest need.
Holistic Approach
Universities are also recognizing the importance of a holistic approach to student mental health, which includes promoting a culture of wellness in day-to-day campus life. This can involve small changes to course policies, such as allowing more flexible deadlines or incorporating mental health days and mindful journaling into the curriculum.
Student Involvement
Students themselves are also playing an active role in improving mental health care on campus. At Morehouse College, for example, a student-led advocacy group called Chill is lobbying public officials to increase mental health resources for students of color.
Despite these creative approaches, more support is still needed to address the growing mental health crisis among college students.
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Frequently asked questions
Universities can encourage students to join political societies and student organisations. They can also foster an environment where students feel comfortable expressing their political views.
Universities can encourage students to get out of their comfort zones and build their self-awareness. They can also provide work-integrated learning opportunities to help students gain a sense of their purpose in life.
Universities can build student-professor trust and show students that making mistakes is an opportunity to learn and improve.
Parents can communicate openly with their children about their needs and wants. They can also embrace multiple forms of communication, such as texting, phone calls, and video chats.
