Abstract
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part discusses some of the challenges that have arisen for educators as universities have increasingly operated within a global marketplace. It argues that neoliberal philosophies disempower both students and educators, impacting on their academic identities; and advocate for educators to challenge these dominant ideologies and continue to seek to make critical thinkers of their students. The part suggests that in order to be proactive about enhancing student academic outcomes, particularly during the stressful phase of transitioning to university, the responsibility for addressing student mental wellbeing has become everyone’s business, and not just that of centralised university Counselling services. It also discusses how student wellbeing can be supported by academics from within the student curriculum by embedding a philosophy of care into the pedagogies and practices of enabling programs.