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I. N. Carlotto and M. A. P. Dinis
as Health Promoting Universities, or HPUs (Joh 2017; Reilly 2011). Through HP
measures created in these contexts, specific plans and policies have been established
as connections between education and health, thus catalyzing actions relevant to the
operationalization of HP.
Universities are essential organizations for HP—not only as contexts aimed at
improving well-being but also as multisectoral health partners that contribute to the
development of citizenship and social change. Investments in HP and salutogenesis in the context of higher education (HE) are valuable given the specificities that
are characteristic of this sector. Dooris et al. (2012) proposes that the analysis of
this perspective needs to consider the multiplicity of roles that universities play—as
centers of learning and development, as stimulators for creativity and innovation, as
sites in which citizenship is developed, and as mobilizers of resources, investments,
and local, regional, national and global partnerships. This increasing commitment
to the incorporation of health and well-being into higher education strengthens and
reinforces the development of sustainability-based academic measures and activities
(HEFCE 2014), thus broadening and supporting the salutogenic focus advocated by
HP. The concept of sustainable development encompasses environmental, social, and
economic policies. These policies are related to health in that they support the search
for the improved quality of life and well-being of societies and environments. This
definition highlights the invaluable relationship between health and sustainability
that, in an academic context, promotes universities’ growing commitment to sustainability by fostering evidence-based health care measures guided by salutogenesis
(Dooris et al. 2017, p. 242). Teaching as a profession, while often analyzed under the
aspect of stressors and malaise, is a vocational activity with immense positive professional return and with an evident link to HP. Due to the correspondences between
teaching work and HP, it is possible to apply the HP concepts and proposals recommended by the HPU/WHO to teaching as a profession. The idea of approaching
health from the perspective of health promotion allows us to anticipate situations and
change courses of action healthily in all fields of study and policy (Li 2017; Luken
2016). These ideas are also defended by bioethics.
In this context and conceptualization, bioethics presents itself as a reflexive, mutually shared and interdisciplinary tool that focuses on the adequacy of actions that
comprise life and citizenship. In the context of HE and professor health, the principles are strictly related to HP (Dooris 2005).
Coughlin (2008, p. 9) and Dooris et al. (2017) emphasize that the ethical principles and values involved in HP in the context of teaching and bioethics do not apply
solely to the biomedical field. Concepts such as solidarity, public trust, autonomy,
resilience, individual and community well-being, global health, shared commitment,
inclusion and environmental/sustainability health are used to define bioethical practices committed to the complexity of current events and the search for balanced
answers to the conflicts presented (Garrafa 2005, p. 130).
I. N. Carlotto and M. A. P. Dinis
as Health Promoting Universities, or HPUs (Joh 2017; Reilly 2011). Through HP
measures created in these contexts, specific plans and policies have been established
as connections between education and health, thus catalyzing actions relevant to the
operationalization of HP.
Universities are essential organizations for HP—not only as contexts aimed at
improving well-being but also as multisectoral health partners that contribute to the
development of citizenship and social change. Investments in HP and salutogenesis in the context of higher education (HE) are valuable given the specificities that
are characteristic of this sector. Dooris et al. (2012) proposes that the analysis of
this perspective needs to consider the multiplicity of roles that universities play—as
centers of learning and development, as stimulators for creativity and innovation, as
sites in which citizenship is developed, and as mobilizers of resources, investments,
and local, regional, national and global partnerships. This increasing commitment
to the incorporation of health and well-being into higher education strengthens and
reinforces the development of sustainability-based academic measures and activities
(HEFCE 2014), thus broadening and supporting the salutogenic focus advocated by
HP. The concept of sustainable development encompasses environmental, social, and
economic policies. These policies are related to health in that they support the search
for the improved quality of life and well-being of societies and environments. This
definition highlights the invaluable relationship between health and sustainability
that, in an academic context, promotes universities’ growing commitment to sustainability by fostering evidence-based health care measures guided by salutogenesis
(Dooris et al. 2017, p. 242). Teaching as a profession, while often analyzed under the
aspect of stressors and malaise, is a vocational activity with immense positive professional return and with an evident link to HP. Due to the correspondences between
teaching work and HP, it is possible to apply the HP concepts and proposals recommended by the HPU/WHO to teaching as a profession. The idea of approaching
health from the perspective of health promotion allows us to anticipate situations and
change courses of action healthily in all fields of study and policy (Li 2017; Luken
2016). These ideas are also defended by bioethics.
In this context and conceptualization, bioethics presents itself as a reflexive, mutually shared and interdisciplinary tool that focuses on the adequacy of actions that
comprise life and citizenship. In the context of HE and professor health, the principles are strictly related to HP (Dooris 2005).
Coughlin (2008, p. 9) and Dooris et al. (2017) emphasize that the ethical principles and values involved in HP in the context of teaching and bioethics do not apply
solely to the biomedical field. Concepts such as solidarity, public trust, autonomy,
resilience, individual and community well-being, global health, shared commitment,
inclusion and environmental/sustainability health are used to define bioethical practices committed to the complexity of current events and the search for balanced
answers to the conflicts presented (Garrafa 2005, p. 130).