Can students within higher education learn to be resilient and, educationally speaking, does it matter?

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

“…In examining approaches to resilience in higher education, Walker et al . (, p. 251) defined it as the ‘… ability to recover rapidly from difficult situations’ and ‘… capacity to endure on‐going hardship in every conceivable way’. Other authors speak of ‘the action or act of rebounding or springing back; the quality or fact of being able to recover quickly or easily from, or resist being affected by, a misfortune, shock, illness, etc.’ (Resilience, 2010, quoted in Mercer, , p. 1) or as ‘a basic strength underpinning positive characteristics within a person's emotional and psychological make‐up’ (Reivich and Shattle, , p. 59).…”

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

“…Personal attributes including relatedness, a sense of mastery and spirituality (Prince-Embury, 2011;Kim & Esquivel, 2011) and support from parents and teachers (Bryan, 2005;Mullis, Rathge & Mullis, 2003;Prince-Embury, 2008) have contributed to resilience being used to underpin mental health services and academic success in school settings (Esquivel, Doll & Oades-Sese, 2011, Doll, Jones, Osborn, Dooley & Turner, 2011. In contrast, resilience has been less prominent in HE; limited understanding may have reflected inadequate pedagogy and support, especially for new groups of students with distinctive needs beyond those of the stereotypical HE learner (Walker, Gleaves & Grey, 2006). Nevertheless, the attention placed on developing strength-based behaviours -such as learned resourcefulness (Akgun & Ciarrochi, 2003), emotional intelligence (Parker, Summerfeldt, Hogan & Majeski, 2004), and social connectivity (Kantanis, 2000) -has helped moderate the impact of academic stress on first year inductees and aided their transitions into HE.…”

Which educational interventions improve healthcare professionals’ resilience?

“…It has been described as a dynamic capability which allows people to thrive on challenges (Howe, Smajdor, & Stöckl, 2012), others have proposed resilience as key to the prevention of distress (Dyrbye & Shanafelt, 2012). A broader view defines resilience as the capacity to endure ongoing hardship, as well as the ability to recover from difficult situations (Walker, Gleaves, & Grey, 2006).…”