Description
The many and varied challenges facing higher education include a culture of publish or perish, increased course loads without more pay or benefits, increased pressure on institutions to compete for students, budget cuts, a political atmosphere targeting higher education, and continued systemic inequities. Those who work in higher ed are under more stress today than ever before. It has never been more important to understand and address the emotional self at work in higher education.
The Emotional Self at Work in Higher Education is an essential research publication that generates conversations around the practical implementation of healthy emotional workspace practices in the sphere of higher education and investigates tools, frameworks, and case studies that can create a sustainable and healthy work environment. It moves beyond addressing emotional intelligence to addressing the awakening of a greater sense of the emotional self. Featuring a wide range of topics such as distance education, mindfulness, and artificial intelligence, this book is ideal for educators, researchers, academicians, administrators, and students.
Author's/Editor's Biography
Ingrid Ruffin (Ed.)
Ingrid Ruffin is a U.S. Air Force veteran. Ingrid holds a B.A. in English (2007), as well as M.A. degrees in English (2009) and Masters in Library and Information Studies (2011), from the University of North Carolina Greensboro. She is an Associate Professor and Head of the Learning Commons at the University of Tennessee Knoxville. Her research interests include equitable leadership, empowered management, and creativity in the higher education.
Charissa Powell (Ed.)
Charissa Powell is an Assistant Professor and Student Success Librarian for Information Literacy at the University of Tennessee, Knoxville. She works with new undergraduate students to support their acclimation and success in college. Charissa is a co-founder and editor of the Librarian Parlor, a community for research librarians. Her research interests include information privilege, perceptions of undergraduate students, and inclusive teaching practices. Charissa holds a Bachelor of Arts in Women’s Studies and a Master of Library Science both from the University of Maryland, College Park.