Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning and teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans to protect key organisational services and structures, allowing L&T to continue. However, little research touches on how academics, learners, and communities of practice might respond before, during, and after disasters and how their resilience to disruption can be fostered to reduce impacts on L&T.

In this research, we investigated academics’ perceptions of building resilience to major L&T disruptions in the New Zealand context. Specifically, we explored how academics characterise a resilient academic and institution, and identified the benefits, barriers, and incentives to building resilience. We used a pragmatic theoretical approach with a mixed methods methodology, to categorise the results within three distinct levels (individual, school/department, and institution), supporting the design and implementation of resilience-building strategies for academics and institutional leaders.

We found that support, community, leadership, and planning at universities are critical in building and inhibiting resilience. Participants reported several ‘high impact’ incentives, addressing multiple barriers, that could be used to kick-start resilience. Online and flexible learning are key opportunities for resilience-building, but universities should not underestimate the importance of face-to-face interactions between staff and learners. Our results provide a strong starting point for practitioners and researchers aiming to understand how universities can foster resilience to major disruptions and disasters on university teaching.

大流行，地震，火灾，战争和其他灾难使大学面临风险。灾难可能会中断数周至数月甚至更长的学与教（L＆T）。一些机构制定了业务连续性计划以保护关键的组织服务和结构，从而使L＆T得以继续。但是，很少有研究涉及学者，学习者和实践社区在灾难发生之前，之中和之后的应对方式，以及如何增强其抗干扰能力以减少对L＆T的影响。

在这项研究中，我们调查了学者对于在新西兰环境中增强对主要L＆T中断的抵御能力的看法。具体来说，我们探索了学者如何表征具有韧性的学术和机构，并确定了增强弹性的好处，障碍和诱因。我们使用了一种实用的理论方法和混合方法论方法，将结果分为三个不同的级别（个人，学校/部门和机构），以支持设计和实施针对学者和机构领导者的复原力建设策略。

我们发现，大学的支持，社区，领导力和计划对于建立和抑制弹性至关重要。参与者报告了几种“高影响力”激励措施，解决了多个障碍，这些激励措施可用来增强抵御能力。在线和灵活的学习是增强抵御能力的关键机会，但是大学不应低估员工与学习者之间面对面互动的重要性。我们的研究结果为从业人员和研究人员提供了一个强有力的起点，旨在了解大学如何在大学教学中增强抵御重大干扰和灾难的能力。