Mark Dooris1, Jane Wills2, Joanne Newton2. 1. University of Central Lancashire, Preston, UK mtdooris@uclan.ac.uk. 2. London South Bank University, London, UK.
Abstract
UNLABELLED: The settings approach appreciates that health determinants operate in settings of everyday life. Whilst subject to conceptual development, we argue that the approach lacks a clear and coherent theoretical framework to steer policy, practice and research. AIMS: To identify what theories and conceptual models have been used in relation to the implementation and evaluation of Healthy Universities. METHODS: A scoping literature review was undertaken between 2010 and 2013, identifying 26 papers that met inclusion criteria. FINDINGS: Seven theoretical perspectives or conceptual frameworks were identified: the Ottawa Charter; a socio-ecological approach (which implicitly drew on sociological theories concerning structure and agency); salutogenesis; systems thinking; whole system change; organizational development; and a framework proposed by Dooris. These were used to address interrelated questions on the nature of a setting, how health is created in a setting, why the settings approach is a useful means of promoting health, and how health promotion can be introduced into and embedded within a setting. CONCLUSIONS: Although distinctive, the example of healthy universities drew on common theoretical perspectives that have infused the settings discourse more generally this engagement with theory was at times well-developed and at other times a passing reference the paper concludes by pointing to other theories that offer value to healthy settings practice and research and by arguing that theorization has a key role to play in understanding the complexity of settings and guiding the planning, implementation and evaluation of programmes.
UNLABELLED: The settings approach appreciates that health determinants operate in settings of everyday life. Whilst subject to conceptual development, we argue that the approach lacks a clear and coherent theoretical framework to steer policy, practice and research. AIMS: To identify what theories and conceptual models have been used in relation to the implementation and evaluation of Healthy Universities. METHODS: A scoping literature review was undertaken between 2010 and 2013, identifying 26 papers that met inclusion criteria. FINDINGS: Seven theoretical perspectives or conceptual frameworks were identified: the Ottawa Charter; a socio-ecological approach (which implicitly drew on sociological theories concerning structure and agency); salutogenesis; systems thinking; whole system change; organizational development; and a framework proposed by Dooris. These were used to address interrelated questions on the nature of a setting, how health is created in a setting, why the settings approach is a useful means of promoting health, and how health promotion can be introduced into and embedded within a setting. CONCLUSIONS: Although distinctive, the example of healthy universities drew on common theoretical perspectives that have infused the settings discourse more generally this engagement with theory was at times well-developed and at other times a passing reference the paper concludes by pointing to other theories that offer value to healthy settings practice and research and by arguing that theorization has a key role to play in understanding the complexity of settings and guiding the planning, implementation and evaluation of programmes.
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