A review of resilience in higher education: toward the emerging concept of designer resilience

Price, Rebecca

doi:10.1080/03075079.2022.2112027

Cited by 16 publications

(7 citation statements)

References 19 publications

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“…The statistically significant but small differences observed between the 2021/2022 and 2022/2023 cohorts, when compared to the 2020/2021 cohort, suggest that by and large, the changes and challenges to learning due to the COVID-19 pandemic did not influence the levels of resilience from one cohort to the next (Thomas & Maree, 2022). This variability was not confined to cohorts; fluctuations across years of study further underscore the need to consider the impact of curricular elements on academic resilience (Price, 2023).…”

Section: Discussionmentioning

confidence: 89%

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

Halimi,

Mirzaei,

Rowett

et al. 2024

Pharm Educ

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Background: Resilience supports pharmacists and students in thriving in challenging healthcare and academic environments. Empathy is necessary to provide patient-centred care. Knowledge of how these attributes influence pharmacy students is limited, and correlations between academic resilience, empathy, and academic success continue to be explored. Methods: This study explores the relationships between levels of academic resilience, resilience, and empathy with the academic achievements of pharmacy students at a Malaysian university. Participants were pharmacy students enrolled from 2020/2021 to 2022/2023. Academic resilience was assessed using the Academic-Pharmacy-Resilience-Scale-16, resilience through the Brief-Resilience-Scale, and empathy with the Kiersma-Chen Empathy-Scale. Scores were related to students’ academic grades. Both descriptive and inferential statistical methods were utilised to analyse associations among variables. Results: Responses were received from 359 students. The levels of resilience of students were deemed to be moderate. Small, statistically significant variations were found in academic resilience scores across cohorts, resilience scores, and empathy scores in relation to gender. Academic resilience showed a correlation to academic grades. Conclusion: Academic resilience positively correlated with academic success and was positively influenced by work experience. Strengthening students’ resilience in pharmacy education may support their academic achievement, particularly during times of change like the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 89%

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

Halimi,

Mirzaei,

Rowett

et al. 2024

Pharm Educ

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show abstract

“…The recent COVID-19 pandemic has brought changes in various aspects of life, which have become new challenges for students 4 . Higher education students experience rates of depression and anxiety substantially higher than those found in the general population 5 . A great deal of resilience is needed by all students and educators to get through the pandemic and to adapt to the huge impact it is having on education 6 .…”

mentioning

confidence: 77%

Factor structure of academic resilience among Polish and Ukrainian students involved in remote education caused by Covid-19 and military aggression

Matusevych,

Demeshkant,

Trusz

2024

Sci Rep

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Academic resilience explains how students overcome various challenges or negative experiences that can hinder the learning process. The COVID pandemic as well as war conflicts might be significant factors affecting the structure of the academic resilience of students. This study attempted to assess the extent to which the Cassidy’s construct of resilience can be used to interpret the behavior of other—Polish and Ukrainian samples, under remote education caused by the COVID-19 pandemic and Russian military aggression against the Ukrainian civils. Second, the relationships between resilience and students' self-efficacy were estimated. To test the factor structure of the resilience exploratory and confirmatory factor analyses were conducted. Assumed structure reproduced to a greater extent among Polish (83.4% similarity) than in Ukrainian respondents (from 27 to 40%) and it was three or two factors for Polish and Ukrainian students, respectively. General self-efficacy positively correlated with resilience both among Polish and Ukrainian respondents confirming the concurrent validity of the scale. The discovered differences were explained by differences in the historical and sociocultural experiences of the two nations. If among Ukrainian students historical and social experiences actually lead to the formation of a pattern of Perseverance in Overcoming Problems, then in the factor analysis, this pattern should be reproduced in the form of a single factor. At the same time, experiences with negative emotions should give a second-factor Negative affect and emotional response. The results obtained confirmed this assumption.

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“…While many universities tend to enable student wellbeing through 'separate services' such as student psychologists and health programmes, we argue that the way we shape education is a key factor to promote the flourishing of students, and teachers too [4]. We can learn a lot from fields such as nursing, medicine and environmental science who have already integrated resilience activities into higher education curriculum to prepare graduates for practice [5].…”

Section: Resilience and Wellbeing In Higher Educationmentioning

confidence: 95%

“…We propose the need for designer resilience as a discipline specific blend of general and specific types of resilience that apply to and synergize with design practice and theory [5]. A working definition of designer resilience entails: (1) 'bouncing back' to perform in spite of adversities faced in design projects;…”

Section: Designer Resilience and Wellbeingmentioning

confidence: 99%

Educating Resilient and Well Designers

Price,

Van Der Bijl-Brouwer

2023

Proceedings of the International Conference on Engineering and Product Design Education, EPDE 2023

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In this paper, we explore how resilience and wellbeing can integrate into, and improve design pedagogy. We establish 10 principles for designer resilience from workshops with students, educators and design practitioners. Each principle offers a platform to develop subsequent learning activities that remedy hollow didactic statements observed in education and research discourse (embrace complexity, navigate uncertainty and ambiguity). Future research will report on the results of integrating these principles and subsequent learning activities into a revised Master of Science design curriculum.

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A review of resilience in higher education: toward the emerging concept of designer resilience

Cited by 16 publications

References 19 publications

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

Factor structure of academic resilience among Polish and Ukrainian students involved in remote education caused by Covid-19 and military aggression

Educating Resilient and Well Designers

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