Jacqueline Dohaney|Mairéad de Róiste|Richard Salmon|Kathryn Sutherland
Benefits, barriers, and incentives for improved resilience to disruption in university teaching
Victoria University of Wellington|Swinburne University of Technology|Victoria University of Wellington|Victoria University of Wellington|Victoria University of Wellington
pandemics earthquakes fire war disasters place universities risk disasters disrupt learning teaching lt weeks months longer institutions developed business continuity plans protect key organisational services structures allowing lt continue however little research touches academics learners communities practice might respond disasters resilience disruption fostered reduce impacts lt research investigated academics perceptions building resilience major lt disruptions new zealand context specifically explored academics characterise resilient academic institution identified benefits barriers incentives building resilience used pragmatic theoretical approach mixed methods methodology categorise results within three distinct levels individual schooldepartment institution supporting design implementation resiliencebuilding strategies academics institutional leaders found support community leadership planning universities critical building inhibiting resilience participants reported several high impact incentives addressing multiple barriers could used kickstart resilience online flexible learning key opportunities resiliencebuilding universities underestimate importance facetoface interactions staff learners results provide strong starting point practitioners researchers aiming understand universities foster resilience major disruptions disasters university teaching