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Foster, S, Trang, LT, Foster, AJ, Thi Hanh Tien, H and Knight, S (2023) Digital Wellbeing – A review of the JISC guidance from the UK and Vietnam. Higher Education, Skills and Work-based Learning. ISSN 2042-3896
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Abstract
Purpose The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. Design/methodology/approach This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives. Findings The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field. Originality/value Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.
| Item Type: | Article |
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| Additional Information: | This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HT Communities. Classes. Races L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Business & Management (from Sep 19) |
| Publisher: | Emerald |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 31 Aug 2023 12:46 |
| Last Modified: | 27 Sep 2023 10:15 |
| DOI or ID number: | 10.1108/HESWBL-04-2023-0099 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/21056 |
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