A Healthy University: Getting Started

A Healthy University: Getting Started

www.healthyuniversities.ac.uk

What is a Healthy University?


A Healthy University:

“aspires to create a learning environment and organisational culture that enhances the health,

well-being and sustainability of its community and enables people to achieve their full

potential.”

A Conceptual Model


Underpinning Principles


The Healthy University approach is underpinned by a range of core principles, which derive from the values that characterise higher education and public health. The integrity of the approach will be ensured by applying the following principles:

•Equality and diversity•Participation and empowerment•Partnership•Sustainability•Holistic and whole system health•Evidence-informed and innovative practice•Evaluation, learning and knowledge exchange

Processes and Methods


Adapted from Dooris, M. (2004) Joining up settings for health: a valuable investment for strategic partnerships? Critical Public Health 14 (1): 37-49.

A ‘whole university approach’ combines high visibility health-related projects with system-level organisation development and change, balances multi-stakeholder engagement with high-level commitment and leadership, and is driven by both higher education and public health agendas.

Typical Range of Activities


• Policy/procedures

•Needs assessments/audits

• Training

• Establishing Curriculum links

• Health Campaigns

• Project development

• External partnerships

• Service audits and developments

An Operational Process


Monitoring & Evaluation

Recognition & Celebration

Working Groups

Action Plan

Delivery

SMT Commitment &High Level

Steering Group

Named Co-ordinator

Stakeholder asset

mapping & needs

assessmentEntry Points/Catalysts:

The approach also requires a proactive, systematic process that designates responsibilities and accountabilities, harnesses and connects health-related activities, and utilises an operational planning and implementation process.

Stage 1: SMT Commitment


This stage of the process includes:

•Formal SMT Commitment •Decision on branding (if any)•Formalisation of governance structures •Consideration of how HU work can be embedded into university structures/strategies/planning•Formulation of steering group with broad membership (eg faculties/schools, services, staff and students)•Initial engagement of external partners in the steering group

Stage 2: Named Coordinator



•Consideration of where a Healthy University Coordinator would best be located within your organisation (see slides 17-19 for examples of healthy university structures)•Decision about the level at which your coordinator will work, whether it is a full or part time role •Decision about whether a the coordinator post is a new role, or existing role(s) within the organisation could be changed to reflect Healthy University work

Stage 3: Assets & Needs Assessment



•Decision about methods, resources and time available for an audit eg Focus groups, Team meetings, Questionnaires•Identification any current audit information that relates to health•Identification of internal and external stakeholders/partners•Identification of current activity •Identification of need – staff, students and wider community•Securing buy-in and systems for on-going involvement

Stage 4: Working Groups



•Responding to mapping and audit by developing working group(s) that are action-focused groups determined by need – not ‘for own sake’•Following normal protocol for working groups, eg terms of reference, membership, timing, agreeing action plan•Ensuring working groups are linked into governance structure(s)•Consideration of who should lead/be on groups- Often the HU co-ordinator will facilitate groups but key members of steering group could also have this role

Stage 5: Action Planning


This stage of the process includes:•Development of an action plan that fits into the institution's planning cycle. Each working group usually develops their own action plan feeding into a larger HU action plan•Clarification of objectives, outcomes and evaluation•Anticipation and connection to internal/external drivers and forging of links to relevant expertise •Ensuring links to local and national targets•Ensuring plans addresses local/national/ international standards and accreditation criteria

Stage 6: Delivery



•Ensuring your action plan is robust enough to support delivery and demonstrate ‘deliverables’ within a set timescale•Identifying named leads and support/resources•Regular reporting on progress through working groups and HU Steering Groups

Stage 7: Monitoring & Evaluation



•Planning for monitoring and evaluation – not an after-thought. Evaluation can be linked to external standards, e.g. Fair Trade Status, Clean Air Award•Remembering the dual agendas – public health and ‘core business’ – and consideration of what counts as evidence in the setting•Consideration of types of evaluation – not only to demonstrate outcomes, but to understand what works in which situations and why

Stage 8: Recognition & Celebration



•Internal and external dissemination of Healthy University achievements•Inclusion of information into key university documents, prospectus, web pages, annual reports•Write up of work into Case Study for HU website•Write up of research/practice based work as journal articles

Structure: UCLan


Structure: University of Bristol


Structure: Leeds Metropolitan University


Action Plan Example


Nottingham Trent University: Sexual Health Theme

•To establish baseline data relevant to NTU students•Strategic vision and partnership working•To improve access to information on sexual health for students•To improve access to sexual health services•To review and develop this theme

Dooris, M. and Doherty, S. (2009) National Research and Development Project on Healthy Universities: Final Report.

London: Higher Education Academy Health Sciences and Practice Subject Centre

Action Plan Example


Leeds Metropolitan University: Smoking and Alcohol

•To expand access to Leeds Stop Smoking Service•To develop peer led smoking cessation interventions in university and college settings in line with NICE guidance•To reduce alcohol/drug related harm in student population•To continue to develop and expand 14-21 campaign•To work with SU bars to encourage adoption of 'sensible drinking programme' and train staff to serve responsibly•To develop drug use/harm reduction campaigns drawing on expertise of SU and agencies working in the field

Dooris, M. and Doherty, S. (2009) National Research and Development Project on Healthy Universities: Final Report.

London: Higher Education Academy Health Sciences and Practice Subject Centre

References


Dooris, M. and Doherty, S. (2009) National Research and Development Project on Healthy Universities: Final Report. London: Higher Education Academy Health Sciences and Practice Subject Centre.

Dooris, M. (2004) Joining up settings for health: a valuable investment for strategic partnerships? Critical Public Health 14 (1)

Documents

A Healthy University: Getting Started