An integrated framework for academic staff well-being: Positive and relational lenses

Abstract

Orientation: The well-being of academic staff is crucial in higher education, where stress, workplace conflict and strained relationships negatively impact health and performance. Existing wellness programmes often focus on either psychological or relational aspects rather than integrating both.
Research purpose: This study examines South African university wellness programmes, assessing individual (Positive Psychology Interventions [PPI]) and relational (Relational Social Constructionism [RSC]) approaches, and proposes an integrated framework for academic staff well-being.
Motivation for the study: Positive Psychology and RSC have each contributed to well-being research, but their combined potential remains underexplored. This study addresses this gap by demonstrating how their integration can offer a more holistic approach.
Research approach/design and method: A systematic review strategy using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, analysed studies on PPI and RSC in academic staff well-being. A qualitative synthesis was conducted with mixed-method elements.
Main findings: Findings show that PPI and RSC are mostly applied separately. Positive Psychology Interventions emphasises individual well-being, while RSC highlights relational and systemic factors. Integrating both addresses their limitations, enabling a more holistic, equitable and context-sensitive framework for academic staff wellness in higher education institutions.
Practical/managerial implications: The study provides insights for Human Resource managers and university administrators to design wellness initiatives that integrate both psychological and relational dimensions, fostering a more supportive academic environment.
Contribution/value-add: By combining Positive Psychology and RSC, this study enhances theoretical understanding and offers practical recommendations for institutional wellness programmes.