A Healthy University: Getting Started

1. A Healthy University: Getting Started www.healthyuniversities.ac.uk

2. 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.” What is a Healthy University? www.healthyuniversities.ac.uk

3. A Conceptual Model www.healthyuniversities.ac.uk

4. 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 Underpinning Principles www.healthyuniversities.ac.uk

5. 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. 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. www.healthyuniversities.ac.uk

6. Policy/procedures • Needs assessments/audits • Training • Establishing Curriculum links • Health Campaigns • Project development • External partnerships • Service audits and developments Typical Range of Activities www.healthyuniversities.ac.uk

7. Stakeholder asset mapping & needs assessment Named Co-ordinator An Operational Process SMT Commitment & High Level Steering Group Working Groups Entry 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. Recognition & Celebration Action Plan Monitoring & Evaluation Delivery www.healthyuniversities.ac.uk

8. 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 1: SMT Commitment www.healthyuniversities.ac.uk

9. This stage of the process includes: • 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 2: Named Coordinator www.healthyuniversities.ac.uk

10. This stage of the process includes: • 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 3: Assets & Needs Assessment www.healthyuniversities.ac.uk

11. This stage of the process includes: • 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 4: Working Groups www.healthyuniversities.ac.uk

12. 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 5: Action Planning www.healthyuniversities.ac.uk

13. This stage of the process includes: • 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 6: Delivery www.healthyuniversities.ac.uk

14. This stage of the process includes: • 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 7: Monitoring & Evaluation www.healthyuniversities.ac.uk

15. This stage of the process includes: • 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 Stage 8: Recognition & Celebration www.healthyuniversities.ac.uk

16. Structure: UCLan www.healthyuniversities.ac.uk

17. Structure: University of Bristol www.healthyuniversities.ac.uk

18. Structure: Leeds Metropolitan University www.healthyuniversities.ac.uk

19. 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 www.healthyuniversities.ac.uk

20. 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 Action Plan Example www.healthyuniversities.ac.uk

21. 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) References www.healthyuniversities.ac.uk