Investigating ways to contextualise a mindfulness and resilience based online intervention for busy academics

Wells, Jonathan (Jonny)

Investigating ways to contextualise a mindfulness and resilience based online intervention for busy academics

Wells, Jonathan (Jonny)

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Publication Type:: Thesis
Issue Date:: 2025

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Field	Value	Language
dc.contributor.author	Wells, Jonathan (Jonny)
dc.date.accessioned	2025-08-05T07:22:59Z
dc.date.available	2025-08-05T07:22:59Z
dc.date.issued	2025
dc.identifier.uri	http://hdl.handle.net/10453/189032
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_US.UTF-8
dc.description.abstract	University academics today face intensive workloads, time scarcity, and rising levels of stress and anxiety. While mindfulness and resilience-based interventions have proven beneficial for other educators, the duration and practice demands of established mindfulness interventions often pose barriers for time-poor academics. Research into mindfulness-resilience-based interventions (MRBis) contextualised and conducted with academics remains limited. My study addresses this gap by investigating ways to contextualise an online, custom-designed MRBi for busy, mentally well academics. A secondary aim was to evaluate the effects of the intervention on participants’ levels of mindfulness, resilience, and professional wellbeing. The intervention was iteratively developed using a Behaviour Change Framework (BCF) in tandem with a three-phase Action Research (AR) approach, that used mixed methods to collect and analyse data. Phase 1 involved interviews with 11 experts in mindfulness, resilience, and professional wellbeing to inform my initial plan for the intervention. Phase 2 involved collaboration with a working group of six academics to refine prototyped practices and supporting content. Phase 3 delivered a six-week pilot intervention via a social media app with 15 academic participants. Pilot participants completed pre- and post-intervention surveys using validated tools, the Five-Facet Mindfulness Questionnaire (FFMQ) and the Connor-Davidson Resilience Scale (CD-RISC2). The findings that emerged from data analysis represent practical ways to contextualise MRBis for university academics, such as shorter intervention durations, flexible online schedules, and tailored mindfulness and resilience enhancing (MMR) practices that participants adapted to their individual circumstances. These strategies ameliorated key challenges faced by academics, including time poverty, excessive workloads, and the needs of novice meditators. The results of the statistical analysis of the quantitative survey data demonstrated statistically significant improvements in mindfulness levels and positive changes in resilience among the pilot participants. Qualitative feedback from these participants indicates multiple benefits arose from engagement in the MRBi, including enhanced work focus, reduced reactivity, and sustained contemplative practices two months post-intervention. The perceived value of the MRBi was underscored by the fact that most participants recommended the program to peers. This study contributes to the growing body of knowledge on contextualising MRBis for academics, by showcasing the acceptability, feasibility and effectiveness of a contextualised, custom-designed, online MMR intervention. The findings offer both a foundation for further research and a practical exemplar for implementation in academic and other professional settings.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	© 2025 Jonathan (Jonny) Wells
dc.rights	au.edu.uts.lib/nph
dc.title	Investigating ways to contextualise a mindfulness and resilience based online intervention for busy academics	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

University academics today face intensive workloads, time scarcity, and rising levels of stress and anxiety. While mindfulness and resilience-based interventions have proven beneficial for other educators, the duration and practice demands of established mindfulness interventions often pose barriers for time-poor academics. Research into mindfulness-resilience-based interventions (MRBis) contextualised and conducted with academics remains limited. My study addresses this gap by investigating ways to contextualise an online, custom-designed MRBi for busy, mentally well academics. A secondary aim was to evaluate the effects of the intervention on participants’ levels of mindfulness, resilience, and professional wellbeing. The intervention was iteratively developed using a Behaviour Change Framework (BCF) in tandem with a three-phase Action Research (AR) approach, that used mixed methods to collect and analyse data. Phase 1 involved interviews with 11 experts in mindfulness, resilience, and professional wellbeing to inform my initial plan for the intervention. Phase 2 involved collaboration with a working group of six academics to refine prototyped practices and supporting content. Phase 3 delivered a six-week pilot intervention via a social media app with 15 academic participants. Pilot participants completed pre- and post-intervention surveys using validated tools, the Five-Facet Mindfulness Questionnaire (FFMQ) and the Connor-Davidson Resilience Scale (CD-RISC2). The findings that emerged from data analysis represent practical ways to contextualise MRBis for university academics, such as shorter intervention durations, flexible online schedules, and tailored mindfulness and resilience enhancing (MMR) practices that participants adapted to their individual circumstances. These strategies ameliorated key challenges faced by academics, including time poverty, excessive workloads, and the needs of novice meditators. The results of the statistical analysis of the quantitative survey data demonstrated statistically significant improvements in mindfulness levels and positive changes in resilience among the pilot participants. Qualitative feedback from these participants indicates multiple benefits arose from engagement in the MRBi, including enhanced work focus, reduced reactivity, and sustained contemplative practices two months post-intervention. The perceived value of the MRBi was underscored by the fact that most participants recommended the program to peers. This study contributes to the growing body of knowledge on contextualising MRBis for academics, by showcasing the acceptability, feasibility and effectiveness of a contextualised, custom-designed, online MMR intervention. The findings offer both a foundation for further research and a practical exemplar for implementation in academic and other professional settings.

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http://hdl.handle.net/10453/189032