About: Benefits, barriers, and incentives for improved resilience to disruption in university teaching

Facets (new session)
Description
Metadata
Settings
- owl:sameAs
- Inference Rule:

About: Benefits, barriers, and incentives for improved resilience to disruption in university teaching Goto Sponge NotDistinct Permalink

An Entity of Type : schema:ScholarlyArticle, within Data Space : wasabi.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Benefits, barriers, and incentives for improved resilience to disruption in university teaching
Creator	De Roiste, Mairead Dohaney, Jacqueline Salmon, Rhian Sutherland, Kathryn
Source	Elsevier; Medline; PMC
abstract	Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning and teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans to protect key organisational services and structures, allowing L&T to continue. However, little research touches on how academics, learners, and communities of practice might respond before, during, and after disasters and how their resilience to disruption can be fostered to reduce impacts on L&T. In this research, we investigated academics’ perceptions of building resilience to major L&T disruptions in the New Zealand context. Specifically, we explored how academics characterise a resilient academic and institution, and identified the benefits, barriers, and incentives to building resilience. We used a pragmatic theoretical approach with a mixed methods methodology, to categorise the results within three distinct levels (individual, school/department, and institution), supporting the design and implementation of resilience-building strategies for academics and institutional leaders. We found that support, community, leadership, and planning at universities are critical in building and inhibiting resilience. Participants reported several ‘high impact’ incentives, addressing multiple barriers, that could be used to kick-start resilience. Online and flexible learning are key opportunities for resilience-building, but universities should not underestimate the importance of face-to-face interactions between staff and learners. Our results provide a strong starting point for practitioners and researchers aiming to understand how universities can foster resilience to major disruptions and disasters on university teaching.
has issue date	2020-05-29(xsd:dateTime)
bibo:doi	10.1016/j.ijdrr.2020.101691
bibo:pmid	32509512
has license	no-cc
sha1sum (hex)	e825c5643ce153ea0e1130bc3fa8b72b9cc22d1a
schema:url	https://doi.org/10.1016/j.ijdrr.2020.101691
resource representing a document's title	Benefits, barriers, and incentives for improved resilience to disruption in university teaching
has PubMed Central identifier	PMC7256496
has PubMed identifier	32509512
schema:publication	Int J Disaster Risk Reduct
resource representing a document's body	covid:e825c5643ce153ea0e1130bc3fa8b72b9cc22d1a#body_text
is schema:about of	named entity 'academics' named entity 'institutional' named entity 'impacts' named entity 'academic' named entity 'resilience' named entity 'Benefits' named entity 'PLACE' named entity 'DISTINCT' named entity 'THEORETICAL' named entity 'USED' named entity 'INSTITUTION' named entity 'STRUCTURES' named entity 'DISRUPTION' named entity 'learning' named entity 'reduce' named entity 'universities' named entity 'business continuity' named entity 'resilience' named entity 'institution' named entity 'risk' named entity 'Disasters' named entity 'incentives' named entity 'pragmatic' named entity 'fostered' named entity 'improved' named entity 'academics' named entity 'personal relationships' named entity 'digital literacy' named entity 'physical infrastructure' named entity 'decision-making' named entity 'L&T' named entity 'ethnicity' named entity 'New Zealand' named entity 'SEAD' named entity 'higher education' named entity 'research project' named entity 'Kapucu' named entity 'earthquake' named entity 'L&T' named entity 'earthquake' named entity 'business continuity' named entity 'L&T' named entity 'mailing list' named entity 'focus groups' named entity 'business continuity' named entity 'sustainability' named entity 'earthquake' named entity 'risk assessment' named entity 'higher education' named entity 'Communities of practice' named entity 'L&T' named entity 'built and natural environment' named entity 'earthquake' named entity 'content analysis' named entity 'digital literacy' named entity 'COVID-19' named entity 'New Zealand' named entity 'digital literacy' named entity 'ATLAS.ti' named entity 'theoretical approach' named entity 'Pro-Vice-Chancellor' named entity 'community of practice' named entity 'earthquake' named entity 'pandemics' named entity 'hands-on' named entity 'data collection' named entity 'focus group' named entity 'pandemics' named entity 'L&T' named entity 'SEAD' named entity 'emergency response plans' named entity 'logistics' named entity 'economic risk' named entity 'L&T' named entity 'focus group' named entity 'professional development' named entity 'higher education' named entity 'New Zealand'

Faceted Search & Find service v1.13.91 as of Mar 24 2020

Alternative Linked Data Documents: Sponger | ODE Content Formats:

RDF

ODATA

Microdata

About

OpenLink Virtuoso version 07.20.3229 as of Jul 10 2020, on Linux (x86_64-pc-linux-gnu), Single-Server Edition (94 GB total memory)
Data on this page belongs to its respective rights holders.
Virtuoso Faceted Browser Copyright © 2009-2024 OpenLink Software