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Stress adaptation and resilience of academics in higher education
Academics in higher education around the world indicate high levels of stress from multiple sources. The COVID-19 pandemic has only served to intensify stress levels. Adaptation and resilience are needed if academics, particularly those focused on education and teaching, are to endure, learn, and bo...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9944418/ http://dx.doi.org/10.1007/s12564-023-09829-1 |
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author | Ross, P. M. Scanes, E. Locke, W. |
author_facet | Ross, P. M. Scanes, E. Locke, W. |
author_sort | Ross, P. M. |
collection | PubMed |
description | Academics in higher education around the world indicate high levels of stress from multiple sources. The COVID-19 pandemic has only served to intensify stress levels. Adaptation and resilience are needed if academics, particularly those focused on education and teaching, are to endure, learn, and bounce back during this era of stress and contribute to education quality and student learning. This review is organized to answer two key questions. First, what are the main forms of stress for academics, especially those focused on education and teaching? Second, what are the responses of academics to stress and is the concept of resilience relevant to understand the consequences for academic careers oriented toward education and education quality? To answer these questions, we first critically review the literature on the responses of academics to stress and the concept of resilience, which has been employed by multiple disciplines, including teacher education. We then broadly define the resilience of academics as their capacity to learn from and adapt to stress; our definition is perhaps less about individual personality characteristics and more associated with the relational aspect of the socioecological higher education ecosystem. There are, however, limits to resilience and its potential effects on education quality and student learning. Given higher education’s adverse operating environment and the significant contributions of academics to the knowledge economy and graduate quality, understanding and building the resilience of academics to adapt and succeed has never been more critical. |
format | Online Article Text |
id | pubmed-9944418 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-99444182023-02-22 Stress adaptation and resilience of academics in higher education Ross, P. M. Scanes, E. Locke, W. Asia Pacific Educ. Rev. Review Article Academics in higher education around the world indicate high levels of stress from multiple sources. The COVID-19 pandemic has only served to intensify stress levels. Adaptation and resilience are needed if academics, particularly those focused on education and teaching, are to endure, learn, and bounce back during this era of stress and contribute to education quality and student learning. This review is organized to answer two key questions. First, what are the main forms of stress for academics, especially those focused on education and teaching? Second, what are the responses of academics to stress and is the concept of resilience relevant to understand the consequences for academic careers oriented toward education and education quality? To answer these questions, we first critically review the literature on the responses of academics to stress and the concept of resilience, which has been employed by multiple disciplines, including teacher education. We then broadly define the resilience of academics as their capacity to learn from and adapt to stress; our definition is perhaps less about individual personality characteristics and more associated with the relational aspect of the socioecological higher education ecosystem. There are, however, limits to resilience and its potential effects on education quality and student learning. Given higher education’s adverse operating environment and the significant contributions of academics to the knowledge economy and graduate quality, understanding and building the resilience of academics to adapt and succeed has never been more critical. Springer Netherlands 2023-02-22 /pmc/articles/PMC9944418/ http://dx.doi.org/10.1007/s12564-023-09829-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Review Article Ross, P. M. Scanes, E. Locke, W. Stress adaptation and resilience of academics in higher education |
title | Stress adaptation and resilience of academics in higher education |
title_full | Stress adaptation and resilience of academics in higher education |
title_fullStr | Stress adaptation and resilience of academics in higher education |
title_full_unstemmed | Stress adaptation and resilience of academics in higher education |
title_short | Stress adaptation and resilience of academics in higher education |
title_sort | stress adaptation and resilience of academics in higher education |
topic | Review Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9944418/ http://dx.doi.org/10.1007/s12564-023-09829-1 |
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