Academic Resilience Model: Thriving in Times of Adversity

Mahat, Marian; Blannin, Joanne; Cohrssen, Caroline; Reyes, Elizer Jay de los

doi:10.1108/978-1-80262-387-120221009

Cited by 1 publication

(7 citation statements)

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“…The COVID-19 pandemic has been an acute and intensive stressor. For many academic professionals on the front lines of educational delivery during the COVID-19 pandemic, there were severe consequences for the work-life balance and productivity (Crawford et al, 2020 ; Mahat et al, 2022a , 2022b ; Mercado, 2020 ; Mok et al, 2020 ; Peters et al, 2020 ; Rapanta et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the pressures from COVID-19, academics at different stages in their careers and in different global contexts have demonstrated sustained engagement (Cohrssen et al, 2022 ). Studies have suggested that institutions need to support academics systematically and sustainably in times of adversity (Mahat et al, 2022a , 2022b ); this will build resilience and help them navigate what is a complex and changing higher education ecosystem (de los Reyes et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The concept of resilience has been used in the fields of ecology, psychology, and more recently school education to conceptualize the capacity of ecosystems, societies, and individuals to have a positive response to stress and, thereby, maintain identity; for example, in the case of a teacher being retained in the school ecosystem. In contrast, resilience has rarely been used to conceptualize how academics respond to change and adversity (but see the recent study by de los Reyes et al, 2021 ; Mahat et al, 2022a , 2022b and references within).…”

Section: Resilience Of Academicsmentioning

confidence: 99%

“…The COVID-19 pandemic, which brought about the rapid transition to online learning, has accelerated change and intensified stress by closing international borders. The travel restrictions triggered by the COVID-19 pandemic have significantly impacted university finances, resulting in academic redundancies and job losses (Crawford et al, 2020 ; Cohrssen et al, 2022 ; De los Reyes et al, 2021 , 2022 ; Mahat et al, 2022a , 2022b ; Mercado, 2020 ; Mok et al, 2020 ; OCED, 2021 ; Rapanta et al, 2020 ). Even before the outbreak of the COVID-19 pandemic, increasingly regulatory approaches to higher education by government, including systemic assessments of research and reviews of education quality (Locke, 2012 , 2014 ; Teichler et al, 2013 ), resulted in organizational structural reforms.…”

Section: Introductionmentioning

confidence: 99%

“…The concept of resilience may allow academics to better reach their potential and meet the expectations of high-quality contributions to education and discipline-based research. Given the further uncertainty and change looming for higher education, resilience is critical both for academics and higher education if they are to persist and develop solutions to the challenges facing the planet, such as COVID-19 (Mahat et al, 2022a ), and reach the educational sustainability development goals (OECD, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Stress adaptation and resilience of academics in higher education

Ross

Scanes

Locke

2023

Asia Pacific Educ. Rev.

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Academics in higher education around the world indicate high levels of stress from multiple sources. The COVID-19 pandemic has only served to intensify stress levels. Adaptation and resilience are needed if academics, particularly those focused on education and teaching, are to endure, learn, and bounce back during this era of stress and contribute to education quality and student learning. This review is organized to answer two key questions. First, what are the main forms of stress for academics, especially those focused on education and teaching? Second, what are the responses of academics to stress and is the concept of resilience relevant to understand the consequences for academic careers oriented toward education and education quality? To answer these questions, we first critically review the literature on the responses of academics to stress and the concept of resilience, which has been employed by multiple disciplines, including teacher education. We then broadly define the resilience of academics as their capacity to learn from and adapt to stress; our definition is perhaps less about individual personality characteristics and more associated with the relational aspect of the socioecological higher education ecosystem. There are, however, limits to resilience and its potential effects on education quality and student learning. Given higher education’s adverse operating environment and the significant contributions of academics to the knowledge economy and graduate quality, understanding and building the resilience of academics to adapt and succeed has never been more critical.

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