Resilience in higher education: A conceptual model and its empirical analysis

This research analyzes how the resilience of higher education students is shaped during the undergraduate program by personal and contextual factors. In this research, the resilient student is one who faces a high burden of stress and/or adversity during their undergraduate course but manages to reach the end of the program satisfied and/or committed to the chosen career. Based on the literature review, we developed the Academic Resilience Model (ARM), which explains the sources of stress and/or adversity, as well as the protective mechanisms and/or factors that affect students throughout the program. We empirically test this model by conducting a phenomenology-based qualitative study at a public university in Brazil. The results of ARM validation indicate that the main sources of stress and/or adversity and protective mechanisms and/or factors come from individual, academic and external systems. Examples of sources of stress/adversity were the low initial motivation for the program, personal health problems, faculty didactic-pedagogical deficiency, difficulties in relationships with peers, and competing professional demands. On the other hand, the main protective mechanisms/factors identified were the capacity of adaptability, self-control, personal organization, good relationships with the faculty, integration with peers, and support of family. The research enabled identification of how resilience helps students to overcome barriers in higher education, generating important results for future education policies.

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Inserção profissional docente no ensino superior

Education Policy Analysis Archives ◽

10.14507/epaa.25.2887 ◽

2017 ◽

Vol 25 ◽

pp. 78

Author(s):

Tatiana Pinheiro de Oliveira ◽

Giseli Barreto da Cruz

Keyword(s):

Higher Education ◽

Teacher Education ◽

Identity Construction ◽

Institutional Culture ◽

Structured Interview ◽

Public University ◽

Qualitative Approach ◽

Public Institution ◽

Education Policies ◽

Teaching Identity

The article presents the results of a research project developed with 15 new entrant teachers between 2012 and 2015 at the Institute of Education of a public university located in the State of Rio de Janeiro. This project aimed to investigate the process of professional insertion and teaching identity construction, as well as to analyze conceptions of teacher education in higher education. The research used a qualitative approach to privilege the understanding of the object from the perspective of the investigated subjects, with a semi-structured interview as the preferred strategy for collecting information. Based on the works of Huberman, Formosinho, Marcelo, Vaillant, Dubar, Pimenta, Almeida, and Anastasiou, aspects related to insertion, teaching identity, institutional culture and formative paths were analyzed. The results show the importance of teacher education policies for the higher education, with special attention to the process of professional insertion in a public institution with exclusive dedication, offering important clues to the elaboration of principles and/or training guidelines for professional induction, through creation, implementation and evaluation of institutional programs to accompany teachers.

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Mindfulness and gamification in the higher education classroom: Friends or foes?

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18) ◽

10.4995/head18.2018.8151 ◽

2018 ◽

Author(s):

Katia G. Karadjova

Keyword(s):

Higher Education ◽

Information Literacy ◽

Literacy Instruction ◽

Public University ◽

Education Students ◽

Scholarly Literature ◽

Short Overview ◽

Contemplative Pedagogy ◽

Innovative Practice ◽

The Brain

The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.

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The importance of networks in the transnational mobility of higher education students: attraction and satisfaction of foreign mobility students at a public university

Studies in Higher Education ◽

10.1080/03075079.2014.999321 ◽

2015 ◽

Vol 41 (9) ◽

pp. 1627-1655 ◽

Cited By ~ 12

Author(s):

Eugénia Pedro ◽

Mário Franco

Keyword(s):

Higher Education ◽

Public University ◽

Education Students ◽

Transnational Mobility

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Does the Dark Side of Personality Traits Explain Compulsive Smartphone Use of Higher Education Students? The Interaction Effect of Dark Side of Personality with Desirability and Feasibility of Smartphone Use

IIM Kozhikode Society & Management Review ◽

10.1177/22779752211000479 ◽

2021 ◽

pp. 227797522110004

Author(s):

Kashif Farhat ◽

Wajeeha Aslam ◽

Imtiaz Arif ◽

Zohaib Ahmed

Keyword(s):

Higher Education ◽

Personality Traits ◽

Interaction Effect ◽

Sampling Design ◽

Self Control ◽

Dark Side ◽

Education Students ◽

Smartphone Use ◽

Significant Moderator ◽

Compulsive Use

Research on compulsive use of smartphones amongst students largely remains unexplored. The study seeks to investigate the feasibility and desirability motives—instant gratification, mood regulations, convenience, flow and personality—to understand the compulsive use of smartphones. The results of the useful data of 200 respondents following purposive sampling design, provided evidence of instant gratification, mood regulation and convenience motives, which significantly explain flow and compulsive smartphone use. Personality of users also appeared as a significant moderator between flow and compulsive smartphone use. The findings of the study reveal that the personality of smartphone users enhances the propensity to build compulsive smartphone use. Additionally, the findings reveal the double-edged sword impact of flow in forming compulsive smartphone use and allowing smartphone brands to design phones that help phone users to develop self-control over their behaviours related to using smartphones.

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