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Resilient academic management: strategies for the university context

Abstract:

The immediacy and creativity in the reorganization and adaptation of academic activities, has meant the report of situations of frustration and overwhelm due to the adaptation to a modality of academic management of the substantive functions totally virtualized and never before experienced without the corresponding training for it. The purpose of the study is aimed at determining the strategies that can contribute to a resilient academic management of university teacher in order to overcome the possible barriers and limitations resulting from a totally confined academic performance. Following the methodology of documentary research, six strategies are proposed that can stimulate a resilient teaching management, which refer: mechanisms of flexibility and institutional adaptation, support actions; accompaniment, encouragement and institutional security; affective coping; self-examination on the new roles and scope of teaching management; integration to intra and extra-institutional academic networks; academic planning and action focused on innovation; and the academic management of the teacher is continuous learning. It is concluded that a resilient teaching management deserves a gradual but consistent relearning before teaching, before research and before the forms of connection with the university and society.