A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object

Nurturing the scientific mind: resilience and job satisfaction among Saudi faculty

“…Shrestha (2019) further indicates a correlation between faculty members' age and job satisfaction, suggesting that with increasing age and academic status, faculty members often develop a more pragmatic approach, leading to higher contentment in their roles. This trend is supported by Mystkowska-Wiertelak (2022), who observes that the alignment of professional aspirations with reality often improves over time. Additionally, as Mgaiwa (2023) notes, higher academic ranks usually come with greater knowledge and expertise, factors contributing to increased job satisfaction.…”

“…This finding is in line with Singh et al 's (2022) research, which identified a correlation between psychological stress, burnout, job dissatisfaction, and reluctance to work in academia. García-Rivera et al (2022) further support this by showing the critical role of the challenge dimension, a key aspect of psychological resilience, in explaining variations in faculty job satisfaction. These results resonate with Gundogan's (2021) perspective that psychological resilience is a key determinant of overall life satisfaction, which Genç (2023) expands by noting its connection to an individual's psychological well-being, social, and functional adjustment.…”

“… Nicol and Bice (2022) define resilience as the capacity of individuals and institutions to adapt and thrive amidst adversities, such as pandemics, emphasizing its necessity for maintaining educational quality and personal well-being in crisis situations. Expanding upon this, Brogden et al (2022) consider community and institutional resilience, underscoring the importance of a transdisciplinary approach in sustainability education and the significance of research and innovation capacities in higher education institutions for disaster resilience. This broader perspective is complemented by Mansfield (2020) , who focuses on teacher resilience, exploring its forms and implications in educational settings.…”

“…Studies like Tran and Do (2020) and Strong et al (2021) emphasize intrinsic motivators such as academic freedom and personal achievement, counterbalanced by the stress and burnout noted by Singh et al (2022). Extrinsic factors, including salary and job security, crucial in Rothacker-Peyton et al (2022), highlight remuneration and workplace safety as satisfaction determinants. The COVID-19 pandemic, as DeDiego et al ( 2023) discuss, has amplified these challenges, affecting job security and the shift to online teaching.…”

“…In the multifaceted and dynamic milieu of higher education, the confluence of emotional, cognitive, and behavioral dimensions is pivotal in shaping the experiences of faculty members. This is particularly evident in relation to fundamental constructs such as job satisfaction, psychological resilience, and motivation towards scientific research ( Mgaiwa, 2021 ; Brogden et al, 2022 ; Hanson et al, 2022 ). In an era marked by rapid globalization and technological advancement, the need to understand their interplay assumes heightened significance, especially as traditional educational paradigms in the Middle East converge with contemporary global standards ( Alsharari, 2020 ).…”