In the ever-evolving landscape of higher education, where the pressures of performance, innovation, and collaboration are omnipresent, an often-overlooked element can make a great difference: fun.
The concept of fun in professional settings might be met with scepticism, especially in academic environments where the stakes are high and the work is serious (Wright et al., 2021). However, integrating fun into higher education is not just a trivial pursuit; it’s a critical strategy for fostering creativity (Yang, 2020), enhancing teamwork (Michel et al., 2019), employees’ well-being (Renee Baptiste, 2009), and ultimately achieving success.
To help achieve this, we have undertaken a three-year research project, supported by the Higher Education Research and Development Society of Australasia via a small grant to explore how we can test a Fun Model first penned by Hains-Wesson et al., (2023) and how it impacts teamwork. The research took the form of group-based autoethnography where we carved out dedicated time to pursue fun as a key element in team meetings, observing, reflecting, and critiquing fun. We used our experiences to create a Fun Quick Guide for leaders, managers and people passionate about teams, which we share here and for the wider community to consider introducing fun into their higher education work lives.
Fun, at its core, is about creating an environment where individuals feel comfortable, engaged, and motivated to participate fully (Michel et al. 2019). In the context of higher education, where faculty and students alike are navigating complex challenges, fun can be a powerful tool to build psychological safety, trust, and collaboration.
When fun is present, it has the power to reduce stress, encourage open communication, and allow team members to express themselves more authentically. This authenticity is vital in academic settings where innovation often stems from diverse ideas and perspectives coming together in a supportive environment.
Moreover, fun enhances job satisfaction and individual well-being, which are essential components of a thriving educational community. When educators and students find joy in their work, they are more likely to be motivated, productive, and resilient in the face of challenges. Fun has been linked to lower levels of burnout and emotional exhaustion, both of which are prevalent issues in higher education (Karl & Peluchette, 2006). By fostering a culture of fun, institutions can create a more positive and supportive atmosphere that promotes mental health and well-being for everyone involved.
The impact of fun extends beyond individual well-being to the broader team dynamics. Teams that incorporate fun into their daily interactions are more likely to experience increased trust and stronger relationships. In higher education, where interdisciplinary collaboration is often key to solving complex problems, trust and cohesion can significantly enhance team performance. Fun encourages team members to connect on a personal level, breaking down barriers and facilitating better communication. This, in turn, leads to more effective teamwork, as individuals are more willing to share ideas, take risks, and support one another in achieving common goals.
One of the key challenges in higher education is managing the diverse needs and expectations of various participants, including faculty, students, and administrators. Fun can serve as a unifying force that brings these different groups together, fostering a sense of community and shared purpose. When fun is integrated into meetings, workshops, and other collaborative activities, it can make the process of working together more enjoyable and less daunting. This sense of camaraderie is especially important in higher education, where the demands of academic work can often lead to isolation and burnout.
However, it is important to acknowledge that fun is not a one-size-fits-all solution. Different teams and individuals may have varying perceptions of what constitutes fun, and what works for one group may not work for another. This is where intentionality and inclusivity come into play. Higher education leaders must be mindful of creating fun activities that are culturally sensitive and inclusive, ensuring that everyone feels comfortable and valued. By collectively agreeing on what fun means within a particular context and setting clear boundaries, teams can create a safe space where everyone can participate fully and authentically.
Implementing fun in higher education does not require grand gestures or elaborate plans. It can start with small, simple actions that make a big difference, such as dedicating a few minutes at the beginning of a meeting to share personal stories or experiences or incorporating playful elements into team-building exercises, such as sharing pictures of when we were young and trying to guess whose pictures belong to which colleague. Over time, these small moments of fun can build a strong foundation of trust and connection that enhances overall team function and productivity. The Fun quick guide can help practitioners implement fun in teams.
In conclusion, fun is not just an optional add-on in higher education; it is an essential ingredient for success. By fostering a fun culture, institutions can create an environment where creativity, collaboration, and well-being thrive. In doing so, they not only enhance the experiences of faculty and students but also position themselves to achieve greater outcomes in an increasingly competitive and complex world. As we look to the future of higher education, it’s clear that fun has a vital role to play in shaping the success of our institutions and the individuals within them.
Rachael Hains-Wesson is Professor in Education and Associate Dean, Learning and Teaching, the Royal Melbourne Institute of Technology (RMIT)
Borghild Brekke Hauglid is associate professor, school of communication, leadership and marketing, Kristiania University College, Oslo, Norway
Anne-Marie Fannon is director, Work-Learn Institute,University of Waterloo, Waterloo, Canada
References
Hains-Wesson, R., Fannon, A. M., & Brekke Hauglid, B. (2023). Having Fun: Successfully Navigating an International Research Seminar in Work-integrated Learning. In K. E. Zegwaard, J. Fleming, & M. Eady (Eds.), Refereed Proceedings of the 23rd WACE World Conference on Cooperative and Work-Integrated Education, 2023, University of Waterloo, Ontario, Canada (pp. 1-6). WACE Inc. [Accepted Conference Paper, https://waceinc.org/Past-Conferences.
Karl, K. A., & Peluchette, J. V. (2006). Does Workplace Fun Buffer the Impact of Emotional Exhaustion on Job Dissatisfaction?: A Study of Health Care Workers. Journal of Behavioral and Applied Management, 7(2). https://doi.org/10.21818/001c.16553.
Michel, J. W., Tews, M. J., & Allen, D. G. (2019). Fun in the workplace: A review and expanded theoretical perspective. Human Resource Management Review, 29(1), 98-110. https://doi.org/10.1016/j.hrmr.2018.03.001.
Renee Baptiste, N. (2009). Fun and well-being: insights from senior managers in a local authority.
Employee Relations, 31(6), 600-612.
Wright, L. H. V., Tisdall, K., & Moore, N. (2021). Taking emotions seriously: Fun and pride in participatory research. Emotion, Space and Society, 41, 100836. https://doi.org/10.1016/j.emospa.2021.100836.
Yang, G. (2020). Workplace fun and employee creativity: The mediating role of psychological safety. Social Behavior and Personality: An International Journal, 48(11), 1-7. https://doi.org/10.2224/sbp.9510.
The authors gratefully acknowledge the grant received from the Higher Education Research and Development Society of Australasia (HERDSA) to fund this research.
