Abstract
Julie Swain - Exploring the use of digital technologies and stakeholder perspectives of online harms and harassment in the Higher Education sectorThis research investigates the significant changes in the Higher Education (HE) sector over the past decade, driven by government policies, neo-liberal influences, and technological advancements. These changes have impacted accessibility, tuition fees, and living costs, shaping the HE landscape (Brown, 2011; Evitts, 2023). The study highlights the significant role of digital technologies in transforming communication and daily interactions, with the immediacy and pervasiveness of technology altering societal behaviours and expectations.
Despite the widespread adoption of digital technologies, there remains a gap in understanding their impact on student wellbeing. The research addresses this by exploring how HE students use digital technologies for communication and interaction, examining the link between technology use and mental health. Reports indicate a fivefold increase in students disclosing mental health challenges over the past decade, with 57% of students self-reporting mental health issues in 2022 (IPPR, 2017; Student Minds, 2023). This underscores the necessity of comprehending digital wellbeing and its effects on student experiences.
Online harms and harassment, characterised by online disinhibition and altered behaviours behind screens, have emerged alongside increased technology use (Suler, 2004; Wright et al., 2019). This research critically analyses these behaviours within the HE sector, aligning with the Online Safety Bill's aim to make the UK the safest place online while preserving free expression (House of Commons, 2023).
The study employs flexible qualitative data collection and analysis methods (Charmaz, 2014) to engage students from various disciplines and stages of there HE journey. It explores the concept of choice and stakeholder influence through the adapted Bronfenbrenner ecosystem model (Bronfenbrenner, 1979; Bond and Phippen, 2019). The research expanded to include perspectives from HE staff and wider stakeholders, revealing misalignments between policy and practice, a lack of understanding and support for students and a gap in staff training around online harms and harassment.
The thematic analysis of interview and focus group data led to the development of a 'Digital Wellbeing Framework' with supportive guidance for stakeholders. This framework aims to promote positive digital health and wellbeing strategies within HE, addressing online harms and harassment. The study provides valuable insights into the interplay between digital technologies and the HE environment, informing policies and practices to support students and staff in navigating the digital age.
This research fills a critical gap in literature on digital technologies, online harms, and wellbeing among HE students, offering a basis for expanding knowledge and influencing policy through bodies like Universities UK, Student Minds, and the Office for Students (OfS).
| Date of Award | 2024 |
|---|---|
| Original language | English |
| Supervisor | Jasmine Kelland (Director of Studies (First Supervisor)) & Andy Phippen (Other Supervisor) |