Benefits, barriers, and incentives for improved resilience to disruption in university teaching

• DOI: 10.26686/wgtn.14071445.v1
• Publication Date: 2021-02-21T22:43:08Z
• Authors: J Dohaney; Mairead de Roiste; Rhian Salmon; Kathryn Sutherland
• Keywords: Resilience; Institution; Community Resilience

© 2020 The Authors Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans protect key organisational services structures, allowing L&T continue. However, little research touches on how academics, learners, communities of practice might respond before, during, after their resilience disruption be fostered reduce impacts L&T. In this research, we investigated academics’ perceptions building major disruptions in the New Zealand context. Specifically, explored academics characterise a resilient academic institution, identified benefits, barriers, incentives resilience. We used pragmatic theoretical approach with mixed methods methodology, categorise results within three distinct levels (individual, school/department, institution), supporting design implementation resilience-building strategies institutional leaders. found that support, community, leadership, planning are critical inhibiting Participants reported several ‘high impact’ incentives, addressing multiple could kick-start Online flexible opportunities resilience-building, but should not underestimate importance face-to-face interactions between staff learners. Our provide strong starting point practitioners researchers aiming understand foster university teaching.