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.

摘要

在这个动荡的时期，复原力是大学教职员工和学生急需的能力。然而，复原力的概念差异很大，许多人将其视为每个人拥有或没有的固定属性，而背景对复原力的影响往往被忽视。本研究探讨了员工领导力计划的成果，该计划侧重于参与者对复原力的概念化，以及他们如何通过课程和/或联合课程创新来影响学生的复原力。该计划以社会认知和政治领导理论为依据，面向来自澳大利亚三所大学各个学科的 58 名员工。几名计划参与者参加了前（N  = 13）和/或后（N = 10) 访谈，考察他们对复原力的理解以及与复原力相关的教学实践中的自我认同变化。意义建构的社会认知过程（建立一个共享的、当代的复原力观点，通过生态视角将其视为一个动态过程）的重要性显得至关重要。该计划的政治领导策略促进了参与者教学实践的改变。