Teaching Resilience: Enabling Factors for Effective Responses to COVID-19

Abstract

The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, the pandemic has also provided an opportunity to better understand the pre-existing conditions that enable higher education systems to be resilient - that is, to respond and adapt to disturbances in ways that retain the functions and structures essential for student success. This article presents a case study covering two transdisciplinary undergraduate courses at the University of Technology Sydney, Australia. The results highlight the importance of information flows, feedbacks, self-organisation, leadership, openness, trust, equity, diversity, reserves, social learning and nestedness. These results show that resilience frameworks developed by previous scholars are relevant to university teaching systems and offer guidance on which system features require protection and strengthening to enable effective responses to future disturbances.

Sustainable Organizational Adaptation: Private Higher Education's Response to COVID-19 Challenges

“…Others have developed comprehensive organizational resilience models tailored to participants in the higher education sector (Nandy et al, 2020;Chiramba and Maringe, 2022;Shaya et al, 2022). Additionally, there is research addressing the adaptation of teaching processes to foster resilience of teaching staff members (Baumber et al, 2021;Bento et al, 2021). Furthermore, scholars have investigated the role of digital transformation, encompassing the improvement of digital supplies, technological revolutions, and virtual curriculum approach, as strategies to enhance resistance (Appolloni et al, 2021;Sánchez Ruiz et al, 2021).…”

“…Similar study also emphasized the advantages of the cooperative virtual global learning endeavor, according to research by Laal and Ghodsi (2012), Esche (2018), and AppiahKubi and Annan (2020) Adaptation and Resilience Management Some earlier researchers looked at context-related resilience elements in higher learning institutions amid the COVID-19 epidemic. This entails altering the learning strategy to raise faculty member's strength (Baumber et al, 2021;Bento et al, 2021); psychological wellbeing to improve students' resilience (Sood and Sharma, 2020; Versteeg and Kappe, 2021); comprehensive organizational resilience model for stakeholders in the higher institution (Nandy et al, 2020; Chiramba and Maringe, 2022; Shaya et al, 2022). It's also crucial to have a strong e-learning infrastructure and for people to be tech-savvy when learning online (Garad et al, 2021).…”

Leadership trends in institutions of Higher Education: A bibliometric review

“…A contextual factor that has significantly influenced leadership studies in education is the Covid-19 pandemic, which has posed unprecedented challenges in the educational field, even though experiences with virtual education were already being developed, a good part of Institutions with a tradition of face- Suárez-Amaya, Wendolin; Ganga-Contreras, Francisco; Alarcón-Henríquez, to-face education were not prepared to assume the changes that were produced abruptly, which forced them to define, in record time, new ways of working, the challenge of the technological gap and inequalities in access to technology (Bebbington, 2021;Watermeyer et al, 2021;Sedereviciute-Paciauskiene, Valantinaite & Kliukas, 2021;Pekkolaa et al, 2021;Baumber et al, 2021;Chisholm-Burns, Brandon & Spivey, 2021;Dumulescu & Mutiu, 2021;Aftab et al, 2022;Muchabaiwa & Gondo, 2022;Yeboah, 2022;Mittal et al, 2022;Roy & Brown, 2022;Chitpin & Karoui, 2022;Shoaib et al, 2022, Du Plessis et al, 2022. In summary, it is evident from a theoretical point of view that leadership in educational organizations requires being approached from a multifactorial perspective, highly permeated by the situational, the contingent, which includes not only the influence of leaders and their relationship with followers, but also, its deterministic nature in quantitative factors such as performance, and qualitative factors such as the organizational environment and well-being.…”

Post-COVID-19 strategies for higher education institutions in dealing with unknown and uncertainties

“…Resilience is the ability to adapt to sudden change and stress, while digital resilience is about tech-savviness and readiness to adapt to the digital environment in response to drastic transitions during the COVID-19 pandemic (Eri et al, 2021). There are some prior scholars have studied factors associated with resilience context in higher education institutions in times of COVID-19, for instance, psychological wellbeing to enhance the resilience of students (Sood and Sharma, 2020;Versteeg and Kappe, 2021), all-inclusive organizational resilience model for stakeholders in the higher education sector (Nandy et al, 2020;Chiramba and Maringe, 2022;Shaya et al, 2022), adaptation in the teaching process to build the resilience of faculty members (Baumber et al, 2021;Bento et al, 2021), digital transformation, such as the development of digital resources, technological innovations, and online curriculum delivery as resilience approaches (Appolloni et al, 2021;Sánchez Ruiz et al, 2021).…”