Introduction
The Universal Wellbeing Model emerged from a fifteen-year research programme conducted in higher education/therapeutic contexts in New Zealand. Initially the research programme purpose was to improve student programme completions through the implementation of indigenous support models. Data was gathered from students, teacher/researchers, and pastoral care/wellbeing clinician groups to assess the two models selected.
Purpose
Post the two investigations, a Case Study Impact Evaluation was conducted all participants from both investigations. The intended and unintended outcomes of the impact evaluation significantly changed the purpose of the research programme; the purpose became answering these questions i) what is wellbeing ii) how it is influenced iii) how wellbeing can be measured, and iv) how wellbeing can be improved over time.
Method
The wellbeing research programme has employed diverse methods: themed literature and theoretical reviews, quantitative, qualitative, multi-phased mixed, practice-based, grounded theory, appreciative inquiry, and impact evaluation methods. Analytical methods have included: statistical for quantitative data, thematic/discourse for qualitative data, and alignment, testability, and logic for theoretical works.
Results
New complexities, and ethical dilemmas for wellbeing practitioners have emerged for those providing supports to higher education students. The impact evaluation findings located harms related to the models implemented and urged the researchers to develop a new evidence-based, transdisciplinary, inclusive, and authentically holistic theoretical 'universal wellbeing' model. The results of this phase of the research programme are: a new testable definition of Universal Wellbeing, the Universal Wellbeing Model, the Determinants of Universal Wellbeing and subsequently the Universal Wellbeing Evaluation Tool.
Conclusions
Supporting the new innovative territory that has emerged is a theory of change which includes the concept of impenetrability, and transformative learning. The research programme has revealed a new paradigm not focussed on diagnosis and treatment, but on individual empowerment, and the realisation of human potential, flourishing and freedom.