Enhancing student resilience by targeting staff resilience, attitudes and practices. Issue 4 (7th June 2022)

• Record Type: Journal Article
• Authors: Brewer, Margo; van Kessel, Gisela; Sanderson, Brooke; Carter, Alice
• Is Part Of: Higher education research & development. Volume 41:Issue 4(2022)
• Page Start: 1013
• Page End: 1027
• Publication Date: 2022-06-07
• Subjects: Resilience -- staff development -- leadership -- retention -- employability; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2021.1877622
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: Resilience is a much-needed capability for both university staff and students in this volatile time. However, conceptualisations of resilience vary widely, with many viewing this as a fixed attribute each individual either has or doesn't have, and the impact of context on resilience is often neglected. This research explores the outcomes of a staff leadership program focused on participants' conceptualisation of resilience and how they can influence student resilience through curricula and/or co-curricula innovation. The program, informed by social cognition and political leadership theory, was delivered to 58 staff from a range of disciplines across three Australian universities. Several program attendees participated in a pre ( N = 13) and/or post ( N = 10) interview that examined their understanding of resilience and self-identified changes in their teaching practice in relation to resilience. The importance of the social cognition process of sensemaking (establishing a shared, contemporary view of resilience as a dynamic process through an ecological lens) appeared critical. The program's political leadership strategies promoted changes to participants' teaching practices.