University of Central Lancashire, Brook Building, Preston PR12HE, UK.
Manchester Metropolitan University, Brooks Building, Manchester M15 6JX, UK.
Health Promot Int. 2020 Aug 1;35(4):730-740. doi: 10.1093/heapro/daz072.
Focusing on the conceptualization of a whole university approach, this paper reports on an international qualitative study that explored vice-chancellors' and network members' understanding of and commitment to Health Promoting Universities, examined perspectives on leadership and investigated the Okanagan Charter's potential to catalyse whole university leadership and change. A multi-method qualitative approach was used: semi-structured interviews and focus groups were conducted face-to-face with vice-chancellors (n = 12) and Health Promoting University co-ordinators who were members of the UK Healthy Universities Network (n = 8); telephone interviews were conducted with a mix of UK and non-UK Health Promoting University co-ordinators (n = 5) and two online questionnaires were distributed to non-UK network co-ordinators (n = 6) and non-UK Health Promoting University co-ordinators (n = 10). Through thematic analysis, a number of key themes emerged that build a new conceptualization of the whole university approach (see Figure 1): building a broad understanding and framing of health; developing a supportive ethos and culture; embedding health into the university and joining up areas of work; focusing on the whole population and facing challenges and seizing opportunities. The study elicited rich and wide-ranging views from multiple stakeholders from universities and networks across four continents, confirming Health Promoting Universities as a truly global movement. Looking ahead, there are clear opportunities and challenges. First, the media narrative of a student mental health 'crisis' has focused universities' attention on 'health', but from a single issue 'illness' perspective. This risks detracting from the whole system Health Promoting Universities approach. Second, even with the Okanagan Charter inspiring individuals and universities, there are still major challenges in translating the rhetoric of whole system approaches into meaningful action within large, complex and culturally diverse organizations.
本研究聚焦于整体大学方法的概念化，报告了一项国际定性研究的结果。该研究探讨了副校长和网络成员对促进健康大学的理解和承诺，考察了领导观点，并调查了《奥卡纳根宪章》在激发整个大学领导力和变革方面的潜力。研究采用了多方法定性方法：与副校长（n=12）和英国健康大学网络成员（n=8）的健康促进大学协调员进行了面对面的半结构化访谈和焦点小组讨论；与英国和非英国健康促进大学协调员（n=5）进行了电话访谈；向非英国网络协调员（n=6）和非英国健康促进大学协调员（n=10）分发了两份在线问卷。通过主题分析，出现了一些关键主题，构建了整体大学方法的新概念化（见图 1）：建立广泛的健康理解和框架；培养支持性的精神和文化；将健康融入大学并整合工作领域；关注整个人群，应对挑战并抓住机遇。这项研究从来自四大洲的大学和网络的多个利益相关者那里征集了丰富而广泛的观点，证实了促进健康的大学是一项真正的全球运动。展望未来，有明确的机遇和挑战。首先，媒体对学生心理健康“危机”的叙述使大学将注意力集中在“健康”上，但从单一问题“疾病”的角度来看。这可能会影响到整个系统促进健康的大学方法。其次，即使《奥卡纳根宪章》激励了个人和大学，在将整体方法的言论转化为大型、复杂和文化多样的组织中的有意义行动方面，仍然存在重大挑战。
