ABSTRACT
Many universities in the US are characterized by high academic achievements in highly competitive work environments with various socio-economic stressors that have contributed to a mental health crisis in academia. Mindfulness research has demonstrated mental, emotional, and social benefits that hold potential to counter this mental health crisis and reduce stress among students and faculty members. This study reviewed the state of mindfulness at top public US universities and identified the challenges to diffuse mindfulness into higher education institutions based on diffusion of innovation theory. A case study reports on the infusion of mindfulness into a large public university in the US. Findings suggest that mindfulness in public universities in the US is still in its infancy. The diffusion process has been hampered by limited (1) perceived relative advantage of mindfulness compared with existing practices, (2) compatibility with existing lifestyles and academic culture, (3) trialability to test mindfulness practice, (4) observability of the effectiveness of mindfulness practices, and (5) the complexity of mindfulness practices that are perceived as confusing. A multifaceted approach is suggested to diffuse more mindfulness into academic culture that improves the individuals’ health and also transforms the organizational culture as a whole.
