Employability: Economic Well-being

Self-organising Student Community

Academic Experience

Anxiety management learned through sequence of increasingly demanding

unfamiliar assessed coursework, exams, group work, projects and final

year dissertation. Anxiety management applied in

seeking graduate job and lifestyle.

Critical thinking HABIT Open-minded, open-hearted desire to

patiently follow facts and reasoning wherever they may lead.

Goal-oriented Behaviour

Goal striving style celebrates personality characterised for

example as Myers-Briggs Type. Open-minded curiosity reviews and extends skills, styles and strategies.

“Occupational Choice” Choosing how to occupy time

Sensitivity to Own Values Open-minded curiosity drives

preference for personally meaningful experience.

HABIT of selecting goals that align with and uncover own values.

Playful, experimental choices and spontaneous decisions

Subjective Well-being

HAPPINESS: ONS SWB2 Q3 SOCIAL TRUST: NEF SWB “Q5”

Positive relationships and emotions: Seligman’s PeRma3

HABIT of values-based occupational choice underpins graduates’ agency,

attitude & productivity at work, and in their families & communities.

Development and evidence of attitudes & skills used as selection criteria by

businesses, and employed to enrich communities, families etc.

Harnesses anxiety as means to achieve challenging goals. Reduces baseline

anxiety to maintain creative, productive workplace culture.

Participation in and organising house parties, recreational gatherings, etc.

SATISFACTION: ONS SWB Q1 Accomplishment & mastery:

Seligman’s permA

ANXIETY management: ONS SWB Q4

Shared accommodation

Social network, intentional community,

experimental living Attitudes such as ambition,

initiative, curiosity, ingenuity, drive & resilience emerge in activities

aligned with values.

Informal study groups, SU clubs & societies etc.

Approachable, confident, positive; collegial committed team player

WORTHWHILE: ONS SWB Q2 Engagement, meaning & purpose:

Seligman’s pErMa

Students grow accustomed to a HABITual sense of agency, having chosen their own values-aligned

activities & goals

Open-minded curiosity

How University Works: the Emergence of Autonomy, Well-being and Employability in the Student Core1 Economy

1. Cahn, E., 2004, No More Throwaway People: the Co-production Imperative, Washington DC: Essential Books. 2. Michaelson J., et al, 2012, Measuring Well-being: A guide for practitioners, London, New Economics Foundation. 3. Seligman, M., 2011, Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Free Press. For further information contact Glen Crust glen.crust@hotmail.com

Open-minded curiosity

Entrepreneurs learning the HABIT of moving their time and energy into

higher yield roles and activities in which they co-produce for example love,

security, learning opportunities, sports teams, orchestras, care, & community.

Friendships and affiliations emerge between like-minded

like-motivated, students.

Goals drive development of skills e.g. problem solving & leadership.

Virtuous cycle: achievement → self-efficacy beliefs → ambitious goals...

Knowing what to do when they don’t know what to do. HABIT of resilient,

structured, research-informed, patient problem solving; self-efficacy beliefs; avoids panic; process management

and project management.

CE25n

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