BGA | BUSINESS IMPACT
‘Less emphasis has been placed on how students can use technology to promote personal wellbeing and ensure they are looking after themselves when studying remotely’
Social interaction must be at the centre of solutions Among the solutions that have been tested are apps that have been designed in collaboration with [secondary/ high] schools, students and charities that would allow students to enter data about their wellbeing progress and provide personalised recommendations with access to support from a range of resources. Such initiatives are backed up by my own research, which found that digital tools can be a viable way of empowering individuals to take control of their health and wellbeing, even when distanced from colleagues and friends. However, there are important factors that must be present in digital interventions to make them appealing to people who are working remotely. Firstly, there must be an opportunity for social interaction. Static websites that simply display information to the user have limited effectiveness and fail to encourage repeat visits and continued engagement. Generally, these systems find that engagement levels taper down as individuals become bored and begin to disengage with the material. At this juncture, it's important to consider the websites that millions of people use daily. The likes of Facebook, Instagram, Twitter and TikTok enable social interactions through carefully curated algorithms that are designed to offer the kinds of content its users are going to like and engage with. They enable these same people to engage in social interactions with their friends, family, colleagues and classmates. Vitally, they also enable their users to make their own content. Humans are hard-wired to contribute, to share thoughts, ideas and experiences. They are the experts of their own lives and so providing a platform where conversations, photographs and other media relating to a topic can be shared naturally promotes engagement and involvement. ‘Off the shelf’ options can only go so far Ultimately, the development of any technological solution should be a collaborative process between Business Schools and students. Each party should work with the other to co-create their educational experience and explore how student wellbeing can be enhanced. Every Business School has unique opportunities, resources and challenges. While ‘off the shelf’ interventions may be available for universities to purchase, they can only go so far. To see real change, localised solutions that can accommodate the resources, opportunities and unique student demographics of each Business School may be required. Co-creating digital wellbeing tools
range of sectors, proving it is not an issue that is limited to educational settings. The concern is that if we’re not looking after wellbeing and encouraging a healthy work-life balance, grades will undoubtedly suffer and we’ll struggle to get the best results for our students. Indeed, there is compelling evidence which suggests that positive wellbeing in students can be a precursor to outstanding academic achievement, highlighting the importance of looking after our students, as this directly supports the ability to push them to achieve their academic heights. In this respect, Business Schools might be missing a key opportunity to support students on their journey of personal growth and academic attainment by under- emphasising the role that digital wellbeing can play. This is vital at this particular moment in time – we find ourselves at a critical juncture as the way we work is scrutinised like never before due to the Covid-19 outbreak. Addressing the decline in student mental health The pandemic changed the way we communicate, interact and travel. From a student’s perspective, it disrupted access to lecture theatres and examinations, and prevented opportunities for students to interact with their classmates in typical settings. Put simply, it turned the student experience upside down overnight. A YoungMinds survey recently found that 80% of young people reported a decline in their mental health throughout the pandemic. It’s a worrying trend and something that we have to take very seriously if we are to ensure that we set these young people up for the best start possible in their careers. One potential explanation for the decline in student mental health is that they are being required to spend more time sitting behind a computer at home, with fewer opportunities to walk around Business School campuses, socialise in person with classmates and travel between two locations as part of their regular day. Participation in regular physical activity can increase self-esteem and reduce stress and anxiety. It also plays a role in preventing the development of mental health problems and has proven to improve the quality of life of people experiencing mental health problems. And that’s before you get to the physical issues that can be exacerbated by a lack of physical exercise. Setting up physical competitions, such as walking 10K steps a week, can help break up time spent stationary at a desk, as well as create dialogue between those involved.
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