FLOURISHING TOGETHER: THE ROLE OF PROSOCIAL BEHAVIOUR IN FACULTY WELL-BEING WITHIN HIGHER EDUCATION INSTITUTIONS

1.    Longitudinal designs tracking prosocial behaviour and well-being over time to establish temporal precedence and causal direction. 2.    Intervention studies evaluating specific prosocial programmes (e.g., peer recognition systems, gratitude interventions, and collaborative writing groups) using randomized controlled designs. 3.    Cross-national comparative research examining how cultural, economic, and institutional contexts moderate prosociality-well-being relationships. 4.    Mixed-methods replication in diverse Indian institutions (central universities, deemed universities, teaching-focused colleges) to assess generalizability. 5.    Boundary condition investigations identifying when prosocial behaviour may not benefit or may harm well-being (e.g., when helping is coerced, excessive, or unreciprocated). 6.    Digital prosociality studies examining whether virtual prosocial behaviours (in online teaching, remote collaboration) provide equivalent well-being benefits to in-person interactions. 7.    Student outcomes research investigating whether faculty prosociality and well-being predict student learning, engagement, or satisfaction. 8.    Diversity-focused analyses examining how prosocial dynamics differ for faculty from marginalized groups and how prosocial interventions can advance equity. 9.    Economic evaluation calculating return on investment for prosocial interventions in terms of reduced turnover costs, increased productivity, and improved student outcomes. 10. Implementation science research identifying barriers and facilitators to scaling prosocial interventions across diverse institutional contexts.

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