Managerialist Policies and Sustainable Student Development: Well-being Challenge

Abstract

This study explores the complex relationship between undergraduate students' well-being and the demands of managerialism in higher education from a grounded theory perspective. Drawing on well-being theories, it examines students' perceptions and lived experiences in the challenging academic environments of Chinese universities. Through a comprehensive literature review and semi-structured interviews, the study reveals pervasive tensions and challenges that significantly undermine students' well-being, often leaving it systematically overlooked. The findings indicate that undergraduates' educational conceptualizations and self-actualization are heavily influenced by an inflexible educational framework, intense peer competition, and an insular information ecosystem, all reinforced by a performance-oriented managerial culture. The study highlights the need to critically reassess existing managerialist educational policies and advocates for a more inclusive, student-centered approach. Addressing systemic shortcomings, cultivating supportive peer networks, and breaking down information barriers are crucial steps toward improving student well-being. By advancing a methodological framework that accommodates the diverse needs of undergraduate students, this study contributes to the discourse on the managerial impact on student well-being and provides critical insights for policy reform aimed at comprehensive student development.