Fostering Faculty Health and Wellbeing in Higher Education – Insights from Faculty Development Initiatives Supporting SDGs 3 and 4

Objective: The purpose of this study is to explore and analyze the faculty initiatives undertaken by a training centre in a private international university through targeted faculty development programmes to explore and understand how a professional training makes faculty aware of their wellbeing, improving wellbeing, and promoting self-reflection. Theoretical Framework: The study is based on the holistic approach of wellbeing awareness and training integrating psychological and educational theories as Positive education, Maslow’s heirerachy of needs, Andragogy principles and SDG goals. Method: The instrumental case study method is adopted to derive insights on initiatives that can inform broader practices in promoting health and wellbeing through training for faculty memebrs, creating a culture of wellbeing in Higher Education Institutions. Results and Discussion: The case provides insights on personal & professional balance and multiple roles & responsibilities of faculty, through an applied example of a variety of the well-being dimensions under three domains – emotional, social and occupational wellbeing. Research Implications: Promoting professional wellbeing in university teachers enhances both individual and organizational outcomes and positive education. It provides provision for further research into the faculty wellbeing and guidance to organize training for effective interventions on psychological wellbeing to balance personal and professional life of the faculty members. Originality/Value: This study contributes to the expected role of higher education institutions in achieving SDGs 3 and 4. In consonance with the National Mental Health Policy of India, this case reports a comprehensive analysis of a series of Faculty Development Programmes (FDP) on Faculty Wellbeing over a nine-year time period.