Contemplative Administration: Transforming the Workplace Culture of Higher Education

Abstract

A contemplative approach to higher education is receiving increased attention and application in the classroom. Applying contemplative practices to administration, however, has received little attention in the literature. This case study offers a unique look at Naropa University and its implementation of contemplative administration. Findings indicate that incorporating contemplative practices into administrative life has benefits to faculty and staff members including an appreciation of being able to bring their personal lives into the workplace in a safe and supportive way and a strengthened commitment to the University's mission.

Awareness, Integration and Interconnectedness

“…Eastern ideas inclusive of mindfulness have the potential to greatly enrich the educational process by bringing about a way of thinking and of viewing the world Beer et al that is radically different from Eurocentric approaches (Beer, 2010). In light of dramatic changes in the landscape of higher education, it is time to shift from conventional educational strategies to the integration of contemplative practices into college and university classrooms (Sarath, 2006).…”

“…Establishing a sense of equilibrium between personal and professional responsibilities is aided by engagement in contemplative practices as evidenced in a study conducted by Beer (2010). When incorporated into a campus work setting, reflective thinking supports the development of mindfulness, contemplation, and feelings of stability in work and personal lives.…”

“…In today’s frenetic and constantly changing higher education environment, faculty and professional staff are in need of balance in their lives (Rendón, 2009; Sullivan & Weissner, 2010). Establishing a sense of equilibrium between personal and professional responsibilities is aided by engagement in contemplative practices as evidenced in a study conducted by Beer (2010). When incorporated into a campus work setting, reflective thinking supports the development of mindfulness, contemplation, and feelings of stability in work and personal lives.…”

“…It is therefore of little surprise that higher education professionals have stress levels that rival those of emergency room doctors and nurses (McCaffery, 2010). The application of contemplative practices in daily life can mean a greater sense of satisfaction and continuity between personal and professional identities, thus improving job satisfaction of campus employees (Beer, 2010). Qualities such as inner calm, compassion, and freedom from anxiety allow an individual to become present in everyday life (Sarath, 2006) and thus more centered in professional environments.…”

Contemplative Pedagogy: Mindfulness Methodology in Education & Human Development

“…Contemplative pedagogy, although relatively modern in comparison to other well-practiced forms of pedagogy, is greatly described in current literature as a tool for educators to reach their students using innovative methodology encompassing the mind, body, and, spirit all while maintaining within the education parameters. Substantiated in current literature, numerous examples of contemplative pedagogy techniques harness the essence of the approach, including but certainly not limited: (a) mindfulness-awareness, (b) deep listening, (c) meditation, (d) open communication, (e) honesty or intellectual humility, and (f) yoga (Barbezat & Bush, 2014;Beer, 2010;Cooke, 2015). An approach clearly based upon self-awareness and personal reflection.…”