Still is the New Strong: Why Mindfulness Practices Belong in Higher Education Institutions – Insights from the InMind B-NEw Project

Sina Plietzsch; Sabine Brunner; Claudia Lehmann

doi:10.55310/jfhead.101

Still is the New Strong: Why Mindfulness Practices Belong in Higher Education Institutions – Insights from the InMind B-NEw Project

Autor/innen

Sina Plietzsch HHL Leipzig Graduate School of Management Leipzig, Germany
Sabine Brunner University of Applied Sciences Erfurt, Germany
Claudia Lehmann HHL Leipzig Graduate School of Management Leipzig, Germany

DOI:

https://doi.org/10.55310/jfhead.101

Schlagworte:

Higher Education Institution, Mindfulness in Higher Education, Future Professionals, Inner Development Goals, Employability, Mixed Methods

Abstract

This paper presents insights from the InMind B-NEw project, funded by the Stiftung Innovation in der Hochschullehre. It examined mindfulness practices as an innovative teaching concept to cultivate inner development and essential skills and attitudes among future professionals to proactively contribute to a sustainable future. Aimed to raise awareness in higher education about its role in sustainable development, the project used a crowd innovation approach to (1) study potential effects on future professionals, (2) identify implementation barriers, and (3) develop a practical guideline.