The role of resilience in higher education: A meta-ethnographic analysis of students' experiences

Ang, Wei How Darryl; Shorey, Shefaly; Hoo, Moses Xian Yong; Chew, Han Shi Jocelyn; Lau, Ying

doi:10.1016/j.profnurs.2021.08.010

Cited by 32 publications

(26 citation statements)

References 81 publications

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“…All students in this current study were in agreement that resilience is an important characteristic to have as a future pharmacist and that QUB School of Pharmacy has a responsibility to help develop this. The role of resilience in higher education has been explored in another study involving nursing students [ 28 ]. Unfortunately, the results showed that fewer than 30% of the student respondents availed themselves of extracurricular resilience-building events during their MPharm degree, suggesting they did not know about them, could not attend at the specified time and/or did not consider them worth attending.…”

Section: Discussionmentioning

confidence: 99%

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

et al. 2022

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Background: This work aimed to investigate final year pharmacy students’ resilience (as determined by the CD-RISC-25 tool), whether students considered certain aspects of the course to be resilience-building, and the role of the university in developing this attribute. Methods: Following ethical approval and an invitation to participate, data were collected from consenting students at Queen’s University Belfast via a pre-piloted paper-based questionnaire. Descriptive statistics were performed. To ascertain significant differences (p < 0.05) by gender, the Welch Two Sample t-test was used for the CD-RISC-25 mean scores and the Mann-Whitney U Test and Chi-squared test for Section B data. Results: The response rate was 80.61% (79/98). The mean CD-RISC-25 score for males was higher (not significantly) than the female mean score (70.39 versus 67.18, p = 0.2355, possible score range 0–100). While 93.67% (74/79) considered the School has a responsibility to develop resilience, <20.00% availed of the free resilience building events. Activities deemed to help build resilience included being able to make mistakes in a safe environment and needing to achieve a high grade to pass assessments. Conclusions: Resilience levels among future pharmacists at Queen’s University Belfast should be improved going forward. A strategy, developed in light of conducting this research (from one institution), will now be implemented to enhance the curriculum with regard to resilience building opportunities.

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Section: Discussionmentioning

confidence: 99%

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

et al. 2022

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“…The Academic Resilience Inventory (ARI), originally developed and validated by Samuel in 2004, was utilized as the measurement tool for assessing academic resilience in our research study [45]. The ARI consists of 29 items and encompasses three subscales: positivity (items 1, 2, 3, 9, 21, 22), future orientation (items 24,20,19,18,17,16,12,8,6,4), and communication skills (items 26, 25,23,15,14,13,11,10,7,5,29,28,27).…”

Section: Methodsmentioning

confidence: 99%

“…In the domain of educational psychology, scholars and researchers contend a substantial number of students encounter formidable social and educational challenges throughout their academic journey [10]. These challenges not only manifest within the con nes of the classroom but also extend into their homes and communities [11]. Consequently, such di culties possess the potential to engender a decline in academic performance, presenting future challenges in their lives.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Afzali,

Hosseinian

2024

Preprint

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Background This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents. Methods Using a cross-sectional design, the research focuses on high school students in Tehran, Iran, aiming to examine interplay between teaching styles, academic competence, and academic resilience. Data from 400 high school students were collected through convenience sampling, utilizing online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). The data underwent descriptive and inferential statistical analyses, encompassing mean, standard deviation, correlation matrix, and path analysis, using SPSS and LISREL 8.7 software. Results The findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05). Conclusion This study carried implications for educational interventions and practices aimed at promoting positive academic outcomes and psychological well-being among adolescents. As such, educators and policymakers can leverage these insights to design effective strategies that nurture students' academic skills and emotional strength.

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“…The resilience of these learners are highly influenced by several factors, including the effectiveness and quality of student support and services. Several studies have deduced that student support and services are crucial buffers to the demanding and hectic academic environment of higher education (Ang et al, 2021;Dunbar and Yadav, 2022). And because support programs in HEIs can offer a variety of services that is perceived to help improve academic outcomes for undergraduate students (Lenz-Rashid, 2018) and in their transformative development that enhance their employability (George et al, 2020;Holmes et al, 2022), it becomes imperative that HEIs ensure their long-term development and sustainability.…”

Section: The Relevance Of Student Support and Servicesmentioning

confidence: 99%

Section: The Relevance Of Student Support and Servicesmentioning

confidence: 99%

Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool

Tejero-Dakay,

Lozano,

Ferolin

2024

IJEM

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PurposeThis paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.Design/methodology/approachAn assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.FindingsOf the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.Research limitations/implicationsFurther rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.Practical implicationsAs HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.Originality/valueIn the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

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The role of resilience in higher education: A meta-ethnographic analysis of students' experiences

Cited by 32 publications

References 81 publications

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building

The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool

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