“…As Ungar et al ( 2013 ) states, “our understanding of resilience is shifting in much the same way that Bronfenbrenner shifted the focus on human development from the individual to the multiple systems with which the individual interacts” (p. 349). More recently, Kinchin ( 2022a , 2022b ) has reinforced the conceptualization of a university and individuals within as a socioecological ecosystem. He uses an ecological lens on the professional development of academics and applies Holling’s ( 1996 ) adaptive cycles to describe the constructive and destructive processes which occur at different levels (i.e., at the individual, the discipline, and the institution level) and time scales within the university ecosystem ( 2022b ; Kinchin, 2022a ).…”
Section: A Framework To Build the Resilience Of Academicsmentioning
confidence: 99%
“…More recently, Kinchin ( 2022a , 2022b ) has reinforced the conceptualization of a university and individuals within as a socioecological ecosystem. He uses an ecological lens on the professional development of academics and applies Holling’s ( 1996 ) adaptive cycles to describe the constructive and destructive processes which occur at different levels (i.e., at the individual, the discipline, and the institution level) and time scales within the university ecosystem ( 2022b ; Kinchin, 2022a ). Fig.…”
Section: A Framework To Build the Resilience Of Academicsmentioning
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.
“…As Ungar et al ( 2013 ) states, “our understanding of resilience is shifting in much the same way that Bronfenbrenner shifted the focus on human development from the individual to the multiple systems with which the individual interacts” (p. 349). More recently, Kinchin ( 2022a , 2022b ) has reinforced the conceptualization of a university and individuals within as a socioecological ecosystem. He uses an ecological lens on the professional development of academics and applies Holling’s ( 1996 ) adaptive cycles to describe the constructive and destructive processes which occur at different levels (i.e., at the individual, the discipline, and the institution level) and time scales within the university ecosystem ( 2022b ; Kinchin, 2022a ).…”
Section: A Framework To Build the Resilience Of Academicsmentioning
confidence: 99%
“…More recently, Kinchin ( 2022a , 2022b ) has reinforced the conceptualization of a university and individuals within as a socioecological ecosystem. He uses an ecological lens on the professional development of academics and applies Holling’s ( 1996 ) adaptive cycles to describe the constructive and destructive processes which occur at different levels (i.e., at the individual, the discipline, and the institution level) and time scales within the university ecosystem ( 2022b ; Kinchin, 2022a ). Fig.…”
Section: A Framework To Build the Resilience Of Academicsmentioning
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.
“…Kinchin and Winstone, 2018). This foray into poetry provides another dimension to our understanding of the teaching assemblage that contributes to our understanding of the 'institutional natural history', as described by Kinchin (2022). This also enabled us to draw out the unspoken amongst ourselves and others to produce deeper shared understandings, and developer closer team relations, which shapes our collective work going forwards.…”
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic frailty model to see how affective and discursive encounters are produced and impact us. We contend that collective arts-based and biographical approaches can provide alternative ways for ourselves and teachers to examine their own pedagogic frailty.
“…Whereas the third space might be seen as a passive place of refuge for flexible generalists in the neoliberal university (Stanton and Young, 2022), the dynamic and relational nature of the ecological university means that third space activities will be influential and impactful in making connections with various discourses (policy, teaching and learning, research and so on), and across epistemological divides between, for example, those educational researchers who are increasingly guided by feminist and ecological social imaginaries of knowledge making and those managers who see their job as enacting change based on quantitative data founded on representational epistemologies (Doucet, 2021). These third space practitioners need to be reconsidered as specialists who are able to actively fashion a third space in which we focus particularly on the constitutive and intra-active quality of the relationships that are forged, and which influence the 'institutional natural history' (Kinchin, 2022a). The need for epistemological plurality is an explicit assumption within this work, and it is seen as a key characteristic of practice in the third space (Kinchin and Pugh, 2024), facilitating connections between disciplinary boundaries and across the policy-practice divide.…”
Section: Introductionmentioning
confidence: 99%
“…The ongoing processes of change within the ecological university can be described with reference to the adaptive cycle -a heuristic that emphasises the dynamic nature of social-ecological systems (Kinchin, 2022a). This same heuristic can be applied to those working within the third space, helping to generate a coherent picture of change across the entire institution.…”
In this article, we conceptualise the maintenance and evolution of third space practice using an ecological heuristic. This considers the dynamic balance between stabilising and destabilising processes that require third space practitioners (particularly academic developers) to be active curators of this space. These processes drive the phases of the adaptive cycle as it evolves from an epistemologically singular perspective towards one that accommodates epistemological plurality. A pictorial representation of the ecological dynamics is offered as a frame to support the construction of a personal professional narrative. This provides an exemplar of reflection on practice, and highlights the need for epistemic humility within this professional arena.
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